Traditional and contemporary theories, approaches and principles that underpin and influence the areas of learning for children aged 3-7 years

Damcaniaethau, dulliau ac egwyddorion traddodiadol a chyfoes sy'n ategu meysydd dysgu plant rhwng 3 a 7 oed ac yn dylanwadu ar y meysydd hynny

Children playing together

The childcare worker needs to understand that traditional and modern theories influence the areas of learning, therefore they need to become familiar with them in order to be able to justify how children get the best out of the areas of learning. By developing understanding of the theorists' work, planning can be undertaken across all areas of learning knowing how children will learn from resources, activities and experiences provided for them. Theories do not refer to one specific area of learning as there is a relationship between the areas of learning and this should be considered when planning for children. Maslow states that basic needs must be met such as food, water, sleep and health before higher needs are important. This means that a child must have food, water and sleep before they can take part in activities within the areas of learning and do their very best. Not meeting their basic needs will interfere with their ability to achieve, affecting the child's holistic development. Piaget believed that children learned best when discovering things for themselves and 'learning through experience'. By giving children choices within the areas of learning, leading the learning and experimenting in different situations, this can be achieved. Learning through play meets the outcomes of more than one area of learning. Learning can be cross-referenced across all areas of learning which makes the learning 'holistic learning'.

Name Theory Type of theory
Chomsky Chomsky is a key theorist on language acquisition and suggested that a child does not learn a language but creates a brand new language. He suggests that language is intrinsic and that we are born with a series of rules in our head regarding language. He refers to this as universal grammar. Universal grammar is the basis on which all human languages are built. Some children will easily learn two languages or more during the early stages of their lives. Cognitive
Maslow People are motivated by the 5 needs (7 at a later stage) contained within hierarchy. Basic needs must be met such as food, water, sleep and health before higher needs can be considered. Examples of higher needs include self-respect, social interaction, confidence and morality. These needs can change from level to level, from hour to hour or from one day to the next. The likely motivation before a meal would be physiological needs, but intellectual motivation could happen later, possibly with the need to study.
Maslow Diagram
Humanistic
Rogers The tendency for self-actualization influences human behaviour. In order to realise this potential and ensure good mental health, a person requires a high level of self-respect. A child who has experienced an unconditional positive attitude will have a real self (I do) and an ideal self (I should) that are similar, and a high level of self-respect. They will be confident, open and trusting. A child who has only experienced a conditional positive attitude e.g. love and affection when 'behaving' in a certain way, will also develop a real self and an ideal self but there may be a bigger difference between the two selves. This will cause a low level of self-respect, a lack of confidence, anxiety and sadness, and the child could behave in an inappropriate manner. A child who has only experienced negative attitudes, criticism and blame will also develop a low level of self-respect, which will lead to mental illness and problems in the future. When facing a worrying or intimidating situation, people will use defences such as denial (e.g. not opening an envelope that contains bad news) or perceptional gestures (e.g. blaming the teacher for poor results). Humanistic
Bandura Albert Bandura believed that children learnt from their environment through imitation. This is called learning through observing. If a child sees an adult always speaking politely to other people, they will tend to imitate that behaviour. If a child sees another person, the model, receiving reward or praise for a specific type of behaviour, such as being polite, they will be more likely to try to imitate this. People will then form an opinion with regard to how to behave in other similar circumstances. Some people will be more important to the child than others and therefore more likely to be imitated, including an older brother or sister or parent, a fellow pupil, or even actors, singers or celebrities. People are more likely to imitate models of the same sex than of the opposite sex. Boys will imitate their father's male role or another male figure who they admire and girls will imitate their mother's female role or another female figure that they can relate to. If the model has great social status, power or ability, they are more likely to be imitated, for example, pop stars and other celebrities or actors in soap operas. Bandura believed that children imitate 'good' and 'bad' behaviour. In his well-known experiment using a Bobo doll, children who observed an adult behaving aggressively towards the plastic doll imitated the aggressive behaviour. See: http://bit.ly/2kkdcnP Social learning
Bowlby Bowlby's theory on attachment emphasises the key part that the main care giver such as the mother, plays in the emotional development of the child. He believed that children experience one special attachment, that the attachment is innate and that children are pre-programmed to attach to the mother in order to exist. He believed that attachment needs to happen within a time referred to as the 'critical period', namely within the first two years of their life. Bowlby stated that what happens during the early months and years of life can have deep and long-lasting effects If the bond of affection between the child and its mother is broken by separation, this can cause psychological damage thus leading to offending or emotional difficulties. Social learning
Ainsworth

Mary Ainsworth developed a theory on the different types of attachment. According to Ainsworth, the mother's behaviour towards the child influences the type of attachment that the child experiences. Mothers who respond to the needs of their children help them to create a positive attachment. According to Ainsworth, a child will belong to one of the following types of attachment, and will display the following behaviours:

  • Secure attachment - explores whilst the mother is in the room; becomes distressed when they are separated; is happy when she returns; looks for physical comfort when the mother returns.
  • Insecure-avoidant - ignores the mother when present; very little concern when they are separated; turns away from the mother when the mother returns.
  • Insecure-ambivalent - very little exploration whilst the mother is in the room, but stays close to her; becomes upset when they are separated; is ambivalent and refuses contact when the mother returns.
Social learning
Rutter

Resilience is the ability to 'bounce back' or deal with stress. The theory of resilience discusses the effect of challenging events on individuals and families and how they have adapted to that traumatic experience. Experiencing harmful events, such as the loss of a family member or homelessness, can place significant strain on mental health, and may cause some to fold under pressure. But not everybody will fold under pressure and some individuals will recover relatively well. Some will use their trauma to encourage them to live a more satisfactory life than they lived before their traumatic experience. This is what makes them resilient.

Much of Michael Rutter's work is based on his research into children whose parents have schizophrenia. He states that resilience is more than social competency or positive mental health; competency must include an element of risk in order to be resilience. Rutter assumed that children can be resilient in relation to some risks, but not others. Therefore different risks and environmental changes can lead to a child showing resilience or a lack of resilience at different times. It is unlikely that any individual will be resilient in every situation throughout their life. For example, a child may show resilience during the divorce of their parents, but not following academic failure. He believed that there was a correlation between the amount of stress in a child's life and the likelihood that they would become an offender. There is a correlation between antisocial behaviour and factors within the home, such as conflict between parents.

Theories of resilience
Piaget

Piaget believed that intelligence is established at birth and that children make an active attempt to understand the world around them. He believed that children learnt best by discovering things for themselves, learning through experience and developing what he referred to as 'schemas' to make sense of the world around them. Piaget believed that children moved through four stages of cognitive development:

  • The sensory-motor stage: 0-2 years - children learn by using their senses and think without language. Children do not have a sense of the stability of objects.
  • The pre-operational stage: 2-7 years - pre-logical thinking using language. Words and symbols are used to help the child make sense of the environment.
  • The concrete operational stage: 7-11 years - thinking logically during practical situations.
  • The formal operational stage: 11+ years – thinking as an adult and thinking in an abstract and theoretical manner.
Constructivist Cognitive
Vygotsky Vygotsky suggested that interactions with others have a strong influence on the child's understanding of the world and that the quality of parents communication has a strong influence on the child's linguistic development. He believed that adults play a key part in helping children to develop and challenge themselves. As well as looking at the child's current stage of development, he looked at what the child could do during the next stage. He referred to this as the 'zone of proximal development' or the 'proximal development layer'. It refers to the difference between what a child can accomplish independently and what the child can accomplish with guidance and encouragement from a skilled teacher. Much of a child's cognitive development is achieved through social interaction with a more knowledgeable person. There is a 'proximal development layer' even when playing, as the child behaves on a higher level than their usual daily behaviour, for example, by imagining they are an adult whilst playing in the Wendy house. Constructivist Cognitive
Bruner Bruner suggested that children needed to take an active part in their learning. He believed that the role of the adult was important and that interactions play a key part in promoting language. According to Bruner, parents need to read to their children in order to help to develop grammar, communication and literacy skills. Using language formats such as repeating language and reading books helps children to learn how to use language. In other words, they learn to understand that language has an order and that it is associated with interactions. Constructivist Cognitive
Pavlov Pavlov's classical conditioning theory looks at how children can be conditioned to behave in a certain way and can learn behaviour. Children learn how to connect different behaviours with different responses. If a child gets attention for an action or for speaking in a certain way, and that the response is pleasant, they are likely to repeat the behaviour. If the response is negative, they are unlikely to repeat the behaviour. For example, a child may know that crying draws the attention of their parents, and will therefore repeat the action. Behavioural
Skinner Skinner suggested that behaviour can be reinforced and that children can learn as a result of their actions. He referred to this as 'operant conditioning'. The reinforcement may be positive, such as a pleasant outcome, praise for example, or negative, such as an unpleasant outcome, a punishment for example. Children can be rewarded or praised for saying their first word, so may repeat that or older children could be punished for swearing and therefore would be less likely to do so again. Behavioural
Watson

Watson believed that children have three basic emotional reactions:

  • fear
  • rage
  • love.

He suggested that new emotional reactions could be conditioned and that these would develop over time. He also emphasised the importance of learning and environmental influences within human development.

Behavioural
Groos Karl Groos believed that play allows children to practice the roles of adults and to develop the skills required to survive in later life. When animals 'play', they practice basic instincts, such as fighting, in order to survive. Play
Klein Following research, Melanie Klein developed a play technique as a form of therapy. Klein used a simple play room, with a collection of toys and role play equipment, which gave children freedom to use their imagination and express their feelings. Simple, understandable language was used when interacting with the children and they were given opportunities to take on the role of the adult when playing, while the adult played the role of the child. Klein realised that play was a way of connecting and communicating with children in a way that was not possible orally. This is what makes play therapy so effective with children, especially children with communication difficulties or who have experienced extreme trauma that they would be unable to express with a limited vocabulary. Play
Freud Sigmund Freud believed that children play in order to master negative emotions such as rage or worry. He believed that play offers children opportunities to deal with traumatic experiences and events by providing safe ways for children to express their feelings. Play helps children to control their feelings and to deal with situations that cause stress or trauma. Play
Froebel Friedrich Froebel was a play theorist who believed that every child is born good and that adults should provide the appropriate activities and environment for them to develop. Friedrich Froebel believed that children learn best through imaginary play. He was also very well known for promoting 'block play' (which he would call gifts) in order to promote children's understanding of mathematical concepts through play. Play
Steiner Rudolph Steiner believed that life should be considered as a journey rather than a race, and that it is therefore important for children to be children first of all, thus being more likely to develop to be balanced and sensible adults. Steiner believes that play is the serious work of childhood. He also believed that childhood had three parts, namely the 'hand, the 'heart' and the 'head'. Play
Montessori

Maria Montessori was an Italian doctor who worked with poor children in Rome in the 1900s. Her theory about play was different to Froebel's theory, as she did not believe that imaginative play was important.

Montessori believed that play needed to be more structured and challenging, that children need to do more than imagine, that they need to do real things such as cooking or gardening using real equipment. She believed that children needed child-sized equipment, materials and furniture. She designed and produced her own equipment that allowed children to explore concepts such as shape, weight, colour and number and encouraged them to do so. Like Froebel, Montessori believed that children learn by doing and that outdoor play was just as important as indoor play, that play reflected life, and that children are active learners.

Play

Information taken and adapted from the Hwb website:

http://bit.ly/2lxKf87

The childcare worker needs to work in a way which uses theoretical frameworks when planning and undertaking activities for the areas of learning. This will allow the children to participate in action learning and develop according to their needs.

When planning and undertaking activities in a range of environments the childcare worker will work in a way which supports the child's development in all areas of learning. The following principles should be considered when meeting the needs of each individual child:

  • that the child needs to be able to make choices
  • consider the child's interests
  • every child must be included ensuring that everyone takes part
  • plan structured activities
  • the children to start and guide their own learning
  • opportunities to experiment
  • an opportunity to learn through experiences
  • recognition of prior learning
  • practical activities
  • a supportive challenging environment
  • ensure progress
  • plan continuous areas and continuous activities
  • enrich activities
  • focus tasks
  • indoor and outdoor experiences and activities
  • a range of resources
  • opportunities to widen the learning
  • opportunities to develop understanding
  • listen to children
  • an opportunity to ask and answer questions
  • holistic development
  • activities which promote independence
  • offer opportunities to relax and have peace and quiet
  • encourage children to think and reflect on their learning
  • consider the child's stage of development
  • use observations to discover the child's ability
  • make use of the community e.g. families or carers
  • share good practice and work together
  • the childcare worker to reflect on practice.

Further reading:

https://bit.ly/35S8h06

http://bit.ly/2Zefa7n

Mae angen i’r gweithiwr gofal plant ddeall bod damcaniaethau traddodiadol a chyfoes yn cael dylanwad ar y meysydd dysgu felly mae angen cyfarwyddo â hwy er mwyn gallu cyfiawnhau sut mae plant yn cael y gorau allan o’r meysydd dysgu. Trwy ddatblygu dealltwriaeth o waith y damcaniaethwyr, gellir cynllunio ar draws pob maes dysgu gan wybod sut y bydd plant yn dysgu o’r adnoddau, y gweithgareddau a’r profiadau a ddarperir ar eu cyfer. Nid yw damcaniaethau yn cyfeirio at un maes dysgu penodol gan fod cydberthynas rhwng y meysydd dysgu a dylid ystyried hyn wrth gynllunio ar gyfer plant. Dywed Maslow bod rhaid bodloni anghenion sylfaenol megis bwyd, dŵr, cwsg ac iechyd cyn i anghenion uwch fod yn bwysig. Golyga hyn bod yn rhaid i blentyn gael bwyd, dŵr a chwsg cyn ei fod yn medru cymryd rhan a chyflawni hyd eithaf ei allu mewn gweithgareddau o fewn y meysydd dysgu. Bydd diffyg bodloni anghenion sylfaenol plant yn amharu ar eu gallu i gyflawni gan effeithio ar ddatblygiad cyfannol y plentyn. Credai Piaget fod plant yn dysgu orau wrth ddarganfod pethau drostyn nhw eu hunain a ‘dysgu trwy brofiad’. Wrth roi cyfleoedd i blant wneud dewisiadau o fewn y meysydd dysgu, arwain y dysgu ac arbrofi mewn gwahanol sefyllfaoedd, caiff hyn ei wireddu. Mae dysgu trwy chwarae yn cwrdd â deilliannau mwy nag un maes dysgu. Gellir croesgyfeirio’r hyn a ddysgir ar draws yr holl feysydd dysgu sy’n gwneud y dysgu yn ‘ddysgu cyfannol’.

Enw Damcaniaeth Math o ddamcaniaeth
Chomsky Mae Chomsky yn ddamcaniaethwr allweddol ar gaffael iaith ac awgrymodd nad yw plentyn yn dysgu iaith, ond yn ei chreu o’r newydd. Mae’n awgrymu bod iaith yn gynhenid a’n bod yn cael ein geni gyda chyfres o reolau ynghylch iaith yn ein pennau. Cyfeiriai at hyn fel y ‘gramadeg cynhenid’ (universal grammar). Y gramadeg cynhenid yw’r sail y mae’r holl ieithoedd dynol wedi’u hadeiladu arno. Gall rhai plant ddysgu dwy iaith neu fwy yn hawdd yn gynnar yn eu bywyd. Gwybyddol
Maslow Caiff pobl eu cymell gan 5 angen (7 yn ddiweddarach) sydd mewn hierarchaeth. Rhaid bodloni anghenion sylfaenol megis bwyd, dŵr, cwsg ac iechyd cyn ystyried anghenion uwch. Enghreifftiau o anghenion uwch yw hunan-barch, rhyngweithio cymdeithasol, hyder a moesoldeb. Gellir symud o lefel i lefel, o awr i awr neu o un diwrnod i’r llall. Anghenion ffisiolegol fyddai’r cymhelliant tebygol cyn pryd o fwyd ond gallai cymhellion deallusol ddigwydd yn ddiweddarach gyda’r angen i astudio efallai.
Deiagram Maslow
Humanistic
Rogers Mae’r duedd i hunansylweddoli yn dylanwadu ar ymddygiad dynol. Er mwyn gwireddu’r potensial hwn a bod yn iach yn y meddwl, mae angen lefel uchel o hunan-barch ar berson. Bydd plentyn sydd wedi profi agwedd gadarnhaol ddiamod yn meddu ar hunan real (rwyf) a hunan delfrydol (dylwn fod) sy’n debyg gan feddu ar lefel uchel o hunan-barch. Bydd yn hyderus, yn agored ac yn ymddiriedus. Bydd plentyn sydd ond wedi profi agwedd gadarnhaol amodol e.e. cariad ac anwyldeb wrth ‘ymddwyn’ mewn ffordd benodol, hefyd yn datblygu hunan real a hunan delfrydol ond efallai gyda mwy o fwlch rhyngddynt. Bydd hyn yn achosi lefel isel o hunan-barch, diffyg hyder, gorbryder ac anhapusrwydd, a gallai ymddwyn yn amhriodol. Bydd plentyn sydd ond wedi profi agwedd negyddol, beirniadaeth a bai hefyd yn datblygu lefel isel o hunan-barch, a fydd yn arwain at afiechyd meddwl a phroblemau yn y dyfodol. Wrth wynebu sefyllfa bryderus neu fygythiol, bydd pobl yn defnyddio amddiffyniadau megis gwadu (e.e. peidio ag agor amlen sy’n cynnwys newyddion drwg) neu ystumio canfyddiadol (e.e. rhoi’r bai ar yr athro/athrawes am ganlyniadau gwael). Dyneiddiol
Bandura Credai Albert Bandura fod plant yn dysgu o’u hamgylchedd drwy ddynwared. Yr enw ar hyn yw dysgu drwy arsylwi. Os bydd plentyn yn gweld oedolyn yn sgwrsio’n gwrtais â phobl eraill bob amser, bydd yn tueddu i ddynwared yr ymddygiad hwnnw. Os bydd plentyn yn gweld person arall, y model, yn cael gwobr neu ganmoliaeth am fath penodol o ymddygiad, megis bod yn gwrtais, bydd yn fwy tebygol o geisio ei ddynwared. Bydd pobl wedyn yn ffurfio barn ynghylch sut i ymddwyn mewn sefyllfaoedd tebyg eraill. Bydd rhai pobl yn fwy pwysig i’r plentyn nag eraill ac felly’n fwy tebygol o gael eu dynwared, gan gynnwys brawd neu chwaer hŷn neu riant/gofalwr, cyd-ddisgybl, neu hyd yn oed actorion, cantorion neu enwogion. Mae pobl yn fwy tebygol o ddynwared modelau o’r un rhyw â nhw na rhai o’r rhyw arall. Bydd bechgyn yn dynwared rôl wrywaidd eu tad neu ffigwr gwrywaidd arall maen nhw’n ei edmygu a bydd merched yn dynwared rôl fenywaidd eu mam neu fodel benywaidd arall maen nhw’n uniaethu â hi. Os yw’r model yn meddu statws cymdeithasol, pŵer, neu allu mawr, mae’n fwy tebygol o gael ei dynwared, er enghraifft, sêr canu pop ac enwogion eraill neu actorion mewn operâu sebon. Credai Bandura fod plant yn dynwared ymddygiad ‘da’ a ‘drwg’. Yn ei arbrawf enwog wrth ddefnyddio dol Bobo, roedd plant a oedd wedi arsylwi oedolyn yn ymddwyn yn ymosodol tuag at ddol blastig yn dynwared yr ymddygiad ymosodol. Gweler: http://bit.ly/2kkdcnP Dysgu cymdeithasol
Bowlby Mae damcaniaeth Bowlby ar ymlyniad yn amlygu’r rhan allweddol mae’r prif roddwr gofal megis y fam, yn ei chwarae yn natblygiad emosiynol plentyn. Credai fod plant yn cael un ymlyniad arbennig, mae’r ymlyniad hwnnw’n gynhenid ac mae plant wedi’u cyn-raglennu i ymlynu wrth y fam er mwyn bodoli. Credai fod angen i ymlyniad ddigwydd yn ystod yr hyn y galwai’r ‘cyfnod critigol’, sef yn ystod dwy flynedd gyntaf eu bywyd. Meddai Bowlby, ‘Gall yr hyn sy’n digwydd yn y misoedd a’r blynyddoedd cynharaf mewn bywyd gael effeithiau dwfn a hirbarhaol’. Os caiff y cwlwm agosrwydd rhwng y plentyn a’r fam ei dorri drwy wahaniad, gall hyn achosi niwed seicolegol gan arwain at droseddu neu anawsterau emosiynol. Dysgu cymdeithasol
Ainsworth

Datblygodd Mary Ainsworth ddamcaniaeth am wahanol fathau o ymlyniad. Yn ôl Ainsworth, mae ymddygiad y fam tuag at y plentyn yn dylanwadu ar y math o ymlyniad a gaiff y plentyn. Mae mamau sy’n ymateb i anghenion eu plant yn eu helpu i greu ymlyniad cadarnhaol. Yn ôl Ainsworth, bydd plentyn yn perthyn i un o'r mathau o ymlyniad canlynol a bydd yn dangos yr ymddygiadau canlynol:

  • Wedi ymlynu gyda sicrwydd - yn archwilio gyda'r fam yn yr ystafell; yn cynhyrfu pan gânt eu gwahanu; yn hapus pan ddaw’n ôl; yn chwilio am gysur corfforol pan ddaw'r fam yn ôl.
  • Osgöwr ansicr - yn anwybyddu'r fam pan yn bresennol; ychydig iawn o ofid pan gânt eu gwahanu; troi oddi wrth y fam pan ddaw'r fam yn ôl.
  • Gwrthsafwr ansicr - ychydig iawn o archwilio gyda'r fam yn yr ystafell, ond aros yn agos ati; yn ofidus pan gânt eu gwahanu; yn amwys ac yn gwrthod cyswllt pan ddaw'r fam yn ôl.
Dysgu cymdeithasol
Rutter

Gwydnwch yw'r gallu i ‘fownsio yn ôl’ neu ddelio â straen. Mae damcaniaeth gwydnwch yn trafod effaith digwyddiadau heriol ar unigolion a theuluoedd/gofalwyr a sut y maent wedi addasu i'r profiad trawmatig hwnnw. Gall profi digwyddiadau niweidiol fel colli aelod o’r teulu neu ddigartrefedd, roi straen sylweddol ar iechyd meddwl gan achosi i rai blygu dan bwysau. Ond ni fydd pawb yn plygu dan bwysau a gall rhai unigolion adfer eu hunain yn gymharol dda. Bydd rhai yn defnyddio eu trawma i'w sbarduno i fywyd mwy boddhaol nag oedd ganddynt cyn eu profiad trawmatig. Dyma sy'n eu gwneud yn wydn.

Mae llawer o waith Michael Rutter yn seiliedig ar ei ymchwil o blant â rhieni/gofalwyr gyda sgitsoffrenia. Dywed fod gwydnwch yn fwy na chymhwysedd cymdeithasol neu iechyd meddwl cadarnhaol; rhaid i gymhwysedd fod ag elfen o risg i fod yn wydnwch. Tybiodd Rutter gall plant fod yn wydn mewn perthynas â rhai risgiau, ond nid eraill. Felly gall gwahanol risgiau a newidiadau amgylcheddol arwain at blentyn yn dangos gwydnwch neu ddiffyg gwydnwch ar adegau gwahanol. Mae'n annhebygol y bydd unrhyw unigolyn yn wydn ym mhob sefyllfa yn ystod ei fywyd. Er enghraifft, gall plentyn ddangos gwydnwch yn ystod ysgariad ei rieni/gofalwyr ond nid pan fydd yn methu’n academaidd. Credai fod cydberthyniad rhwng maint y straen ym mywyd y plentyn a’r tebygolrwydd o droi’n dramgwyddwr. Mae cydberthyniad rhwng ymddygiad gwrthgymdeithasol a ffactorau yn y cartref fel gwrthdaro rhwng rhieni/gofalwyr.

Damcaniaethau gwydnwch
Piaget

Credai Piaget fod deallusrwydd yn cael ei sefydlogi ar enedigaeth a bod plant yn ymdrechu’n weithredol i ddeall y byd maen nhw’n byw ynddo. Credai fod plant yn dysgu orau wrth ddarganfod pethau drostyn nhw eu hunain, ‘dysgu trwy brofiad’ ac yn datblygu’r hyn a alwai’n ‘sgemâu’ i wneud synnwyr o’r byd o’u cwmpas. Credai Piaget bod plant yn symud drwy bedwar cyfnod mewn datblygiad gwybyddol:

  • Y cyfnod synhwyraidd-weithredol: 0-2 flwydd oed - mae plant yn dysgu drwy ddefnyddio’r synhwyrau ac mae meddwl yn digwydd heb iaith. Nid oes gan blant syniad o sefydlogrwydd gwrthrych.
  • Y cyfnod cynweithredol: 2-7 mlwydd oed - meddwl cynresymegol gydag iaith. Defnyddir geiriau a symbolau i helpu plentyn i wneud synnwyr o’r amgylchedd.
  • Y cyfnod gweithredol diriaethol: 7-11 mlwydd oed - meddwl yn rhesymegol yn ystod sefyllfaoedd ymarferol.
  • Gweithrediadu ffurfiol: 11+ mlwydd oed – meddwl fel oedolion a meddwl yn haniaethol (abstract) a damcaniaethol.
Lluniadaethol Gwybyddol
Vygotsky Awgrymodd Vygotsky bod rhyngweithiadau gydag eraill yn dylanwadu’n gryf ar ddealltwriaeth y plentyn o’r byd ac y bydd ansawdd cyfathrebu rhieni/gofalwyr yn dylanwadu’n gryf ar ddatblygiad iaith plentyn. Credai fod oedolion yn chwarae rhan allweddol mewn helpu plant i ddatblygu ac ymestyn. Ynghyd ag edrych ar gyfnod datblygiad cyfredol plentyn, edrychodd ar beth allai’r plentyn ei wneud yn y cyfnod nesaf. Galwodd hyn yn ‘parth datblygiad procsimol’ neu ‘haenen datblygu brocsimol’. Dyma’r gwahaniaeth rhwng yr hyn y gall y plentyn ei gyflawni’n annibynnol a’r hyn y gall y plentyn ei gyflawni o gael arweiniad ac anogaeth gan athro medrus. Cyflawnir llawer o ddatblygiad gwybyddol y plentyn drwy ryngweithio cymdeithasol â pherson arall mwy gwybodus. Mae ‘haenen datblygu brocsimol’ yn bodoli wrth chwarae hyd yn oed, gan fod y plentyn yn ymddwyn ar lefel uwch na’i ymddygiad arferol o ddydd i ddydd, er enghraifft, drwy ddychmygu ei fod yn oedolyn wrth chwarae ‘tŷ bach’. Lluniadaethol Gwybyddol
Bruner Awgrymodd Bruner bod angen i blant ymwneud yn weithredol â’u dysgu. Credai fod rôl yr oedolyn yn bwysig a bod rhyngweithiadau’n chwarae rhan allweddol mewn hybu iaith. Yn ôl Bruner, roedd angen i rieni/gofalwyr ddarllen i’w plant er mwyn helpu i ddatblygu gramadeg, cyfathrebu a sgiliau llythrennedd. Mae defnyddio fformatau iaith fel ailadrodd iaith a llyfrau darllen yn helpu plant i ddysgu sut mae defnyddio iaith. Mewn geiriau eraill, maen nhw’n dysgu deall bod gan iaith drefn a’i bod yn ymwneud â rhyngweithiadau. Lluniadaethol Gwybyddol
Pavlov Mae damcaniaeth cyflyru clasurol Pavlov yn edrych ar sut gall plant gael eu cyflyru i ymddwyn mewn ffordd arbennig a dysgu ymddygiad. Mae plant yn dysgu sut i gysylltu gwahanol ymddygiadau gyda gwahanol ymatebion. Os yw plentyn yn cael sylw am weithred neu am siarad mewn ffordd arbennig, ac mae’r ymateb mae’n derbyn yn ddymunol, mae’n debygol o ail-wneud yr ymddygiad. Os yw’r ymateb yn negyddol yna mae’n annhebygol o ail-wneud yr ymddygiad. Er enghraifft, gall plentyn wybod bod crio’n tynnu sylw ei rieni/gofalwyr, ac felly bydd yn ail-wneud hynny. Ymddygiadol
Skinner Awgrymodd Skinner y gellir atgyfnerthu ymddygiad ac y gall plant ddysgu drwy ganlyniadau eu gweithredoedd. Galwodd hyn yn ‘gyflyru gweithredol’. Gall yr atgyfnerthu fod yn gadarnhaol, sef canlyniad pleserus, fel canmoliaeth, neu’n negyddol, sef canlyniad annifyr, fel cosb. Gall plant gael eu gwobrwyo neu eu canmol am ddweud eu gair cyntaf, felly gallant ailadrodd hynny neu gallai plant hŷn gael eu cosbi am regi ac felly’n llai tebygol o wneud hynny eto. Ymddygiadol
Watson

Credai Watson fod gan blant dri adwaith emosiynol sylfaenol:

  • ofn
  • llid (rage)
  • cariad.

Awgrymodd y gellid cyflyru adweithiau emosiynol newydd ac y byddai’r rhain yn datblygu gydag amser. Pwysleisiodd hefyd bwysigrwydd dysgu a dylanwadau amgylcheddol mewn datblygiad dynol.

Ymddygiadol
Groos Credai Karl Groos bod chwarae’n caniatáu i blant ymarfer rolau oedolion a meithrin sgiliau y bydd eu hangen yn ddiweddarach i oroesi. Pan fydd anifeiliaid yn 'chwarae' maen nhw'n ymarfer greddfau sylfaenol, fel ymladd, er mwyn goroesi. Chwarae
Klein Yn dilyn ymchwil, datblygodd Melanie Klein dechneg chwarae fel therapi. Defnyddiodd Klein ystafell chwarae syml, gyda chasgliad o deganau ac offer chwarae rôl, a roddodd ryddid i'r plant ddefnyddio eu dychymyg a mynegi eu teimladau. Defnyddiwyd iaith syml a dealladwy wrth ryngweithio â phlant a rhoddwyd cyfleoedd i'r plant gymryd rôl yr oedolyn wrth chwarae, tra bod yr oedolyn yn chwarae rôl y plentyn. Sylweddolodd Klein fod chwarae yn ffordd o gysylltu a chyfathrebu â phlant mewn ffordd na ellid ei gyflawni ar lafar. Dyma sy'n gwneud therapi chwarae mor effeithiol â phlant, yn enwedig plant ag anawsterau cyfathrebu neu sydd wedi profi trawma eithafol na fyddant yn gallu ei fynegi gyda geirfa gyfyngedig. Chwarae
Freud Roedd Sigmund Freud yn credu bod plant yn chwarae er mwyn meistroli emosiynau negyddol fel dicter neu bryder. Credai bod chwarae'n cynnig cyfleoedd i blant ddelio â phrofiadau a digwyddiadau trawmatig trwy ddarparu ffyrdd diogel i blant fynegi eu teimladau. Mae chwarae'n helpu plant i reoli eu teimladau a delio â sefyllfaoedd sy'n achosi straen neu drawma. Chwarae
Froebel Damcaniaethwr mewn chwarae oedd Friedrich Froebel a gredai fod pob plentyn yn cael ei eni’n dda ac y dylai oedolion ddarparu’r gweithgareddau a’r amgylchedd priodol er mwyn iddyn nhw ddatblygu. Roedd Friedrich Froebel yn credu bod plant yn dysgu ar eu gorau trwy chwarae dychmygol. Yr oedd hefyd yn enwog iawn am hybu ‘chwarae bloc’ (byddai’n galw'r rhain yn rhoddion) er mwyn hybu dealltwriaeth plant o gysyniadau mathemategol trwy chwarae. Chwarae
Steiner Roedd Rudolph Steiner yn credu y dylid ystyried bywyd fel taith ac nid ras, a’i bod hi felly’n bwysig bod plant yn cael bod yn blant yn gyntaf, a thrwy hynny y byddant fwy tebygol o ddatblygu i fod yn oedolion cytbwys a chall. Cred Steiner mai chwarae oedd ‘gwaith difrifol plentyndod’. Yr oedd hefyd yn credu y bod yna dair rhan i blentyndod sef y ‘mynnu’, ‘y galon’ a’r ‘pen’. Chwarae
Montessori

Meddyg o'r Eidal oedd Maria Montessori a weithiai gyda phlant tlawd yn Rhufain yn y 1900au. Roedd ei theori hi am chwarae yn wahanol i theori Froebel, gan nad oedd hi'n credu bod chwarae dychmygu yn bwysig.

Credai Montessori bod angen i chwarae fod yn fwy strwythuredig ac ymestynnol, bod angen i blant wneud mwy na dychmygu, bod angen iddynt wneud pethau go iawn megis coginio neu arddio gydag offer go iawn. Credai fod angen offer, defnyddiau a dodrefn maint plant ar blant. Fe ddyluniodd a chynhyrchu ei hoffer ei hun oedd yn gadael ac yn annog plant i archwilio cysyniadau megis siâp, pwysau, lliw a rhifau. Fel Froebel, credai Montessori bod plant yn dysgu drwy wneud a bod chwarae tu allan cyn bwysiced â chwarae tu mewn, bod chwarae yn ddrych ar fywyd, a bod plant yn ddysgwyr gweithredol.

Chwarae

Gwybodaeth wedi’i gymryd a’i addasu o wefan Hwb:

http://bit.ly/2lxKf87

Mae angen i’r gweithiwr gofal plant weithio mewn ffordd sy’n defnyddio fframweithiau damcaniaethol wrth gynllunio a chynnal gweithgareddau ar gyfer y meysydd dysgu. Bydd hyn yn caniatáu i blant ddysgu’n weithredol a datblygu yn ôl eu hanghenion.

Wrth gynllunio a chynnal gweithgareddau mewn amrywiaeth o amgylcheddau bydd yr gweithiwr gofal plant yn gallu gweithio mewn ffordd sy’n cefnogi datblygiad plant ym mhob un o’r meysydd dysgu. Dylid ystyried yr egwyddorion canlynol er mwyn diwallu anghenion pob plentyn unigol:

  • bod angen i’r plentyn fedru gwneud dewisiadau
  • ystyried diddordebau’r plentyn
  • rhaid cynnwys pob plentyn gan sicrhau bod pawb yn cymryd rhan
  • cynllunio gweithgareddau strwythuredig
  • y plant i ddechrau a chyfeirio eu dysgu eu hunain
  • cyfleoedd i arbrofi
  • cyfle i ddysgu trwy brofiadau
  • cydnabod dysgu blaenorol
  • gweithgareddau ymarferol
  • amgylchedd heriol sy’n gefnogol
  • sicrhau cynnydd
  • cynllunio ardaloedd parhaus a gweithgareddau parhaus
  • cyfoethogi gweithgareddau
  • tasgau ffocws
  • profiadau a gweithgareddau dan do ac yn yr awyr agored
  • amrywiaeth o adnoddau
  • cyfleoedd i ymestyn y dysgu
  • cyfleoedd i feithrin dealltwriaeth
  • gwrando ar blant
  • cyfle i holi ac ateb cwestiynau
  • datblygu’n gyfannol
  • gweithgareddau sy’n hybu annibyniaeth
  • cynnig cyfleoedd i ymlacio a chael amser tawel
  • annog plant i feddwl a myfyrio ar eu dysgu
  • ystyried cam datblygiad y plentyn
  • defnyddio arsylwadau i ddarganfod gallu’r plentyn
  • gwneud defnydd o’r gymuned e.e. teuluoedd neu ofalwyr
  • rhannu ymarfer da a chydweithio
  • yr gweithiwr gofal plant i fyfyrio ar yr ymarfer.

Darllen pellach:

https://bit.ly/2P883Mo

http://bit.ly/2TSs0ah

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Plan and develop activities which promote the Welsh language and Welsh culture across all areas of learning

Cynllunio a datblygu gweithgareddau sy’n hybu'r Gymraeg a diwylliant Cymru ym mhob un o'r meysydd dysgu

A child playing in a helmet

The area of learning which develops the Welsh language links to every area of learning within the curriculum.

In the Foundation Phase Framework WG states:

"The Foundation Phase contributes to the Curriculum Cymreig by developing children’s understanding of the cultural identity unique to Wales across all Areas of Learning through an integrated approach. Children should appreciate the different languages, images, objects, sounds and tastes that are integral in Wales today and gain a sense of belonging to Wales, and understand the Welsh heritage, literature and arts as well as the language."

http://bit.ly/2Zefa7n

This helps the child feel that they belong to their community and Wales, and helps them develop their understanding of Wales. By recognising and supporting the Welsh language and Welsh culture, children will enjoy opportunities to celebrate Wales' special cultures, languages and traditions whilst also respecting other cultural values. They will also develop knowledge of their own communities; their values and traditions. By learning about Wales' history and geography, children will develop their understanding of past and present lives and communities.

Areas of Learning How to promote the Welsh language and Welsh culture
Personal and Social Development, Well-being and Cultural Diversity
  • learn to respect their identity
  • compare Welsh culture with other cultures
  • activities which promote Welsh celebrations: St David's Day, nursery festival, eisteddfodau, New Year's Day.
Language, Literacy and Communication Skills
  • respect the Welsh language and use it regularly
  • repeating vocabulary and using language patterns consistently
  • Welsh language reading books
  • ICT resources
  • Listening to and following instructions.
Mathematical Development
  • introducing mathematical concepts in Welsh on a regular basis
  • ICT resources
  • singing songs and rhymes
  • group activities
  • problem solving
  • days of the week, months, seasons
  • reciting numbers in Welsh.
Welsh Language Development
  • using language patterns consistently
  • introducing traditional and contemporary songs and rhymes
  • speaking about their interests
  • referring to topics from the media.
Knowledge and Understanding of the World
  • referring children to the names of places, rivers and mountains in Wales
  • comparing the weather of different countries
  • tasting Welsh foods
  • events from the past: coal mines, war.
Physical Development
  • gesturing to show the meaning of words/sentences
  • encouraging children to use the Welsh language when playing.
Creative Development
  • highlighting music, dance, artists and literature related to Wales
  • creating opportunities for children to practise the words they have learnt for example as part of role play activities
  • creating their own musical or dance ideas.

It is important to provide positive environments that develop and support children's emotional, physical and mental well-being in order to support their growth and development. A positive environment enables you to promote the physical, social, emotional, cognitive and linguistic development of children in your care. The Foundation Phase's statutory framework provides children with opportunities to achieve holistic development by offering a curriculum which focuses on the needs of each individual child. It considers children's experiences, their existing knowledge and what they have already learnt. This allows the planning of an appropriate curriculum to support the learning further.

http://bit.ly/2XIz2Uv

The areas of the curriculum include:

  • Personal and Social Development, Well-being and Cultural Diversity
  • Language, Literacy and Communication Skills
  • Mathematical Development
  • Welsh Language Development
  • Knowledge and Understanding of the World
  • Physical Development
  • Creative Development.

Personal and Social Development, Well-being and Cultural Diversity

A positive environment supports children’s social and emotional development. Seeing positive images regularly in the setting will develop children's sense of self-identity. For example, a character with a disability could be chosen as a superhero, or people dressed in clothes representing a variety of cultures such as a sari or hijab.

Confidence and independence are encouraged by providing equipment and resources that are suitable for children's stage of development and are accessible to them. Planning is required in order to ensure that all children can access all resources available. The positive behaviour of children will develop as they understand expectations and as they are encouraged and praised to follow the rules of the setting. By taking part in play activities in the indoor or outdoor area, children socialise with adults and other children in a fun way.

http://bit.ly/2Ll8Zfl

Language, Literacy and Communication Development including Welsh Language Development

A positive environment supports linguistic development by providing suitable areas for communicating with adults or other children. Small cosy areas can help to reduce background noise and encourage shy children to communicate as they feel secure. Resources such as puppets, recording equipment and toys such as telephones allow children to communicate and develop their speech and language skills. Activities that are a part of the daily routine encourage linguistic development, for example circle time, story time and when singing nursery rhymes. Children should be given opportunities to write in the indoor and outdoor areas, for example forming letters in a tub of shaving foam.

http://bit.ly/2XPPzGh

Mathematical Development

If children are given a variety of oral, practical and play activities they will develop their skills and understanding of mathematics. Providing children with opportunities to listen to songs, rhymes and stories which include a mathematical theme will allow them to arrange numbers and mathematical concepts. Games which involve numbers, shapes and measuring will allow them to remember concepts. Activities such as Lego can encourage them to solve mathematical problems. Children need to develop an understanding that mathematics is all around them, for example, cutting a sandwich in half, a car stopping at the red lights, running a race and coming first, second or third. The role play area will be able to contribute to mathematical development as the children are given an opportunity to pay for goods from the shop or give another child a food order. They will handle money and learn its value.

Welsh Language Development

It is important for children to hear the Welsh language regularly and this can be ensured by giving them opportunities to listen to songs, rhymes and stories. They need to be introduced to the shapes and sounds of letters by offering a variety of reading books and electronic and interactive resources. Their Welsh can be practised by making marks and seeking to form the first letter of their name or the first letter of an object in a reading book. The childcare worker needs to be a good role model, pronouncing words and phrases clearly and correctly. Children need opportunities to ask and answer questions in Welsh in order to develop their confidence and self-esteem. Discussion periods will give them an opportunity to develop to speak Welsh confidently.

http://bit.ly/2lB996E

Knowledge and Understanding of the World

By offering a range of opportunities for children to experiment and explore indoors and outdoors they will develop the confidence to understand what is happening in the world around them. They can learn that flowers and plants need to be watered regularly in order to see them grow and the results of their actions will give them a sense of pride and make them respect the environment. By recycling waste in the classroom they will learn how their actions can improve the environment. Children will enjoy learning about people's jobs in the community and they can do this by visiting places such as offices, shops, clinics and the fire station. They will be able to show their understanding during imaginative play following these visits.

http://bit.ly/2klMyuK

Physical Development

The following are some of the opportunities settings should offer children, according to the Framework for Children's Learning for 3 to 7-year-olds in Wales:

  • develop co-ordination skills
  • develop gross motor skills
  • develop fine motor skills
  • control body movements
  • develop muscle tone, appropriate tension and balance
  • develop an understanding of how their bodies move
  • be able to move safely with increasing control and co-ordination
  • understand, appreciate and enjoy the differences between running, walking, skipping, jumping, climbing and hopping.

http://bit.ly/2lXt4g9

By providing furniture, resources and activities that are suitable for children's age and stage of development, a setting will support the physical development of children. It is important to make use of the outdoor area, as well as the indoor area. Toys such as bikes and scooters promote the development of gross motor skills, and help children to learn about speed, space and distance. Children need to take part in physical activities that challenge and motivate them and provide them with opportunities to explore and manage risk, for instance climbing and riding a bike. Activities in the construction, sand or water areas support the development of fine manipulative skills and hand-eye co-ordination. The environment should provide opportunities for children to develop their sensory awareness, and tactile resources such as wooden pegs, brushes, sponges, smooth stones, metal and wooden spoons, or pieces of material such as velvet can promote this.

Creative Development

The following are some of the opportunities settings should offer children, according to the Framework for Children's Learning for 3 to 7-year-olds in Wales:

  • explore, investigate and use the indoor and outdoor learning environments
  • be involved in different types of play and a range of planned activities, including those that are child initiated
  • be involved in activities that allow them to work as individuals and in groups
  • use a wide range of resources and stimuli
  • experience traditions and celebrations of different cultures
  • experience art, craft, design, music and dance from Wales and other cultures.

By providing resources and activities that are suitable for children's age and stage of development, a setting will support the creative development of children. It is important to provide resources from a variety of cultures in order to stimulate new ideas, for example music so that children explore different sounds and movements. Natural materials such as clay, sand and water stimulate creativity and develop children's sensory awareness. Settings should provide a variety of resources in order to develop creativity, for example different types of paper such as newspaper or wallpaper, crayons, chalk and different types of paint.

http://bit.ly/2Gf7MSu

If the environment offers children good opportunities to play, it will contribute to their holistic learning, growth and development. Therefore the environment's design will impact children's development.

Every child deserves a rich environment to stimulate them, therefore it is essential for childcare workers to understand how to develop play environments which provide vast experiences for children across all areas of learning.

In order to create a suitable environment in which to play, consideration needs to be given to space and equipment, hygiene and safety, as well as staffing levels. It is important for staff to have the appropriate skills to support every child in all aspects of their development.

A wide range of indoor and outdoor activities needs to be available in a clean, secure and comfortable environment.

The childcare worker needs to work in a way which ensures that children have opportunities to socialise, solve problems, develop their creativity, be inventive, make choices and take part in challenging activities.

In creating situations where children can take part in play activities, they will be able to watch others, play with others and learn from others. This can include role play which asks them to behave in a suitable way in different situations. They will learn how to socialise when interacting with other children, sharing, taking their turn and thinking of others. Through play, they will also learn how to lose, which is an important social skill as they get older. Therefore, when playing with others they will learn skills that will stay with them throughout their life.

Childcare workers need to provide children with opportunities to solve problems within a safe environment. The children must learn how to identify problems and how they can be solved. They need to interact with other children understanding that problem solving is easier with support, assistance and the opinion of others.

Childcare workers should not solve problems for children. By playing together, children will be able to assess different situations and agree on the best way to solve the problem. Having solved the problem children can analyse whether what was done has improved the situation in terms of play. Having done this, children will learn about their strengths and weaknesses and how working together can be fun.

In a stimulating environment, children develop their creativity without knowing that they are doing so. Creativity does not mean that children need to create something specific but they need to have opportunities to develop their curiosity through play.

They can develop creatively by routinely taking part in activities such as music, design, art, role play and dance. Providing them with opportunities to mimic situations will encourage them to use their imagination. These challenges are fun and contribute to their holistic development.

It is essential that children are given opportunities that will allow them to immerse themselves fully in what they are doing. By immersing themselves in rich play environments, children can adapt situations by being creative. Providing such opportunities often allows children to connect their play to real life. If a child creates a rocket out of recycled materials, the child will be using their imagination, and making the most of the materials available. In a situation such as this it is the process not the end result which is important. Childcare workers need to take an interest in children's play and watch what children are doing during the play process.

Children need a play environment full of challenges and risks in order to reach their full potential. It is important that childcare workers do not undermine the ability of children and children need opportunities to control risks for themselves in order to discover what they can do safely, without assistance. An activity without challenges will not enthuse the child nor allow the child to explore and discover new things. Children learn by doing, revisiting the situation and making changes to what they have already achieved. By offering challenging play opportunities, where the childcare worker does not intervene too much, children will have an opportunity to think and offer their own answers.

It is important that children can choose what they want to play and how they want to play. Providing rich, high quality environments for children will allow them to make their own choices which will contribute to their confidence and self-worth.

Not all children play in the same way nor with the same resources, therefore childcare workers need to offer a range of resources and activities to children. Children can then choose whether they want to participate in active play or play board games quietly. They may prefer performing or building and creating something.

Offering children choices gives them the opportunity to follow their interests and to take part in different types of play at the same time. They can also choose whether they want to play indoors or outdoors.

Further reading:

http://bit.ly/2kyaQ4v

http://bit.ly/2k6aD8H

http://bit.ly/2kvfXTb

http://bit.ly/2k0UaCw

Mae’r maes dysgu Datblygu'r Gymraeg yn cysylltu â phob maes dysgu o fewn y cwricwlwm.

Dywed Llywodraeth Cymru yn Fframwaith y Cyfnod Sylfaen:

“Mae’r Cyfnod Sylfaen yn cyfrannu at y Cwricwlwm Cymreig drwy ddatblygu dealltwriaeth plant o hunaniaeth ddiwylliannol unigryw Cymru ar draws yr holl Feysydd Dysgu. Dylai’r plant werthfawrogi’r gwahanol ieithoedd, delweddau, gwrthrychau, synau a blasau sy’n rhan annatod o Gymru heddiw, a meithrin ymdeimlad o berthyn i Gymru a dylent ddeall treftadaeth, llenyddiaeth a chelfyddydau Cymru yn ogystal â’r iaith”.

http://bit.ly/2TSs0ah

Mae hyn yn gymorth i’r plant deimlo eu bod yn perthyn i’w cymuned a Chymru ac yn gymorth iddynt ddatblygu eu dealltwriaeth o Gymru. Drwy gydnabod a chefnogi’r Gymraeg a diwylliant Cymru bydd plant yn cael cyfleoedd i ddathlu diwylliannau, ieithoedd a thraddodiadau arbennig Cymru gan hefyd barchu gwerthoedd diwylliannau eraill. Byddant hefyd yn datblygu gwybodaeth am eu cymunedau eu hunain; eu gwerthoedd a’u traddodiadau. Drwy ddysgu am hanes a daearyddiaeth Cymru, bydd plant yn datblygu eu dealltwriaeth o fywydau a chymunedau heddiw ac yn y gorffennol.

Meysydd Dysgu Sut i hybu’r Gymraeg a diwylliant Cymru
Datblygiad Personol a Chymdeithasol, Lles ac Amrywiaeth Ddiwylliannol
  • dysgu parchu eu hunaniaeth
  • cymharu diwylliant Cymru â diwylliannau eraill
  • gweithgareddau su’n hybu dathliadau Cymru: Dydd Gŵyl Dewi, gŵyl feithrin, eisteddfodau, dydd Calan.
Sgiliau iaith, Llythrennedd a Chyfathrebu
  • parchu’r iaith Gymraeg a’i defnyddio yn rheolaidd
  • ailadrodd geirfa a defnyddio patrymau iaith yn gyson
  • llyfrau darllen Cymraeg
  • adnoddau TGCh
  • gwrando a dilyn cyfarwyddiadau.
Datblygiad Mathemategol
  • cyflwyno cysyniadau mathemateg yn Gymraeg yn rheolaidd
  • adnoddau TGCh
  • canu caneuon a rhigymau
  • gweithgareddau grŵp
  • datrys problemau
  • dyddiau’r wythnos, misoedd, tymhorau
  • adrodd rhifau yn Gymraeg.
Datblygu’r Gymraeg
  • defnyddio patrymau iaith yn gyson
  • cyflwyno caneuon a rhigymau traddodiadol a chyfredol
  • siarad am eu diddordebau
  • cyfeirio at destunau o’r cyfryngau.
Gwybodaeth a Dealltwriaeth o’r Byd
  • cyfeirio plant at enwau lleoedd, afonydd a mynyddoedd Cymru
  • cymharu tywydd gwahanol wledydd
  • blasu bwydydd Cymreig
  • digwyddiadau’r gorffennol: pyllau glo, rhyfel.
Datblygiad Corfforol
  • ystumio i ddangos ystyr geiriau/brawddegau
  • annog plant i ddefnyddio’r Gymraeg yn eu chwarae.
Datblygiad Creadigol
  • tynnu sylw at gerddoriaeth, dawns arlunwyr a llenyddiaeth sy’n gysylltiedig â Chymru
  • creu cyfleoedd i blant ymarfer y geiriau maent wedi dysgu, er enghraifft wrth chwarae rôl
  • creu syniadau cerddorol neu ddawns eu hunain.

Mae darparu amgylcheddau cadarnhaol sy’n meithrin ac yn cefnogi llesiant emosiynol, corfforol a meddyliol plant yn bwysig er mwyn eu helpu i dyfu a datblygu. Bydd amgylchedd cadarnhaol yn eich galluogi i hyrwyddo datblygiad corfforol cymdeithasol, emosiynol, gwybyddol ac ieithyddol y plant yn eich gofal. Mae fframwaith statudol y Cyfnod Sylfaen yn darparu cyfleoedd i blant wireddu datblygiad cyfannol trwy gynnig cwricwlwm sy’n canolbwyntio ar anghenion pob plentyn unigol. Mae’n ystyried profiadau plant, y wybodaeth sydd ganddynt a’r hyn maent eisoes wedi ei ddysgu. Bydd hyn yn caniatáu cynllunio cwricwlwm priodol er mwyn cefnogi’r dysgu ymhellach.

http://bit.ly/2mRyp9s

Mae’r meysydd cwricwlaidd yn cynnwys:

  • Datblygiad Personol a Chymdeithasol, Lles ac Amrywiaeth Ddiwylliannol
  • Sgiliau iaith, Llythrennedd a Chyfathrebu
  • Datblygiad Mathemategol
  • Datblygu’r Gymraeg
  • Gwybodaeth a Dealltwriaeth o’r Byd
  • Datblygiad Corfforol
  • Datblygiad Creadigol

Datblygiad Personol a Chymdeithasol, Lles ac Amrywiaeth Ddiwylliannol

Mae amgylchedd cadarnhaol yn cefnogi datblygiad cymdeithasol ac emosiynol plant. Drwy weld delweddau cadarnhaol yn gyson yn y lleoliad bydd plant yn datblygu ymdeimlad o hunaniaeth. Gallai hyn fod yn gymeriad ag anabledd, yn arwr arbennig, neu rai mewn gwisgoedd fel sari neu hijab sy'n gysylltiedig â diwylliant arbennig.

Bydd hyder ac annibyniaeth yn cael eu hannog drwy ddarparu offer ac adnoddau sy’n addas ar gyfer cam datblygiad plant, ac sy’n gyraeddadwy iddynt. Mae angen cynllunio er mwyn sicrhau bod pob plentyn yn gallu cael mynediad at yr holl adnoddau sydd ar gael. Bydd ymddygiad cadarnhaol plant yn datblygu wrth iddynt ddeall disgwyliadau ac wrth gael eu hannog a chanmol i ddilyn rheolau’r lleoliad. Drwy gymryd rhan mewn gweithgareddau chwarae yn yr ardal dan do neu allan yn yr awyr agored, bydd plant yn cymdeithasu gydag oedolion a phlant eraill mewn ffordd hwyliog.

http://bit.ly/2mm8xCi

Datblygiad Iaith, Llythrennedd a Chyfathrebu gan gynnwys Datblygu’r Gymraeg

Mae amgylchedd cadarnhaol yn cefnogi datblygiad ieithyddol drwy ddarparu ardaloedd addas ar gyfer cyfathrebu gydag oedolion neu blant eraill. Gall ardaloedd bach clyd helpu i leihau sŵn yn y cefndir ac annog plant swil i gyfathrebu gan eu bod yn teimlo’n ddiogel. Gall adnoddau fel pypedau, offer recordio a theganau megis ffonau annog plant i gyfathrebu a datblygu eu sgiliau iaith a lleferydd. Mae gweithgareddau sy’n rhan o’r drefn ddyddiol yn annog datblygiad ieithyddol, er enghraifft amser cylch, amser stori a chanu hwiangerddi. Dylai plant gael cyfleoedd i ysgrifennu yn yr ardal dan do ac yn yr awyr agored, er enghraifft ffurfio llythrennau mewn twb o sebon siafio.

http://bit.ly/2klXVCY

Datblygiad Mathemategol

Os caiff plant amrywiaeth o weithgareddau llafar, ymarferol a chwarae byddant yn datblygu eu sgiliau a’u dealltwriaeth o fathemateg. Bydd rhoi cyfleoedd i blant wrando ar ganeuon, rhigymau a storïau sy’n cynnwys thema mathemateg yn eu galluogi i drefnu rhifau a chysyniadau mathemategol. Bydd gemau yn ymwneud â rhifau, siapiau a mesur yn eu galluogi i alw'r cysyniadau i gof. Gall gweithgareddau megis Lego, eu hannog i ddatrys problemau mathemategol. Mae angen i blant ddatblygu dealltwriaeth bod mathemateg o’u hamgylch ym mhob man, er enghraifft, torri brechdan yn hanner, car yn stopio wrth i’r golau coch ymddangos, rhedeg ras a dod yn 1af, 2ail neu 3ydd. Bydd yr ardal chwarae rôl yn medru cyfrannu at ddatblygiad mathemateg wrth i’r plant gael cyfle i dalu am nwyddau o’r siop neu roi archeb i blentyn arall am bryd o fwyd. Byddant yn trin arian ac yn dysgu ei werth.

Datblygu’r Gymraeg

Mae’n bwysig bod plant yn clywed y Gymraeg yn rheolaidd a gellir sicrhau bod hyn yn digwydd trwy roi cyfleoedd iddynt wrando ar ganeuon, rhigymau a storïau. Mae angen eu cyflwyno i siapiau a synau llythrennau trwy gynnig amrywiaeth o lyfrau darllen ac adnoddau electronig a rhyngweithiol. Gellir ymarfer eu Cymraeg drwy wneud marciau gan fynd ati i ffurfio llythyren gyntaf eu henw neu ffurfio llythyren gyntaf gwrthrych mewn llyfr darllen. Mae angen i’r gweithiwr gofal plant fod yn fodel rôl da gan ynganu geiriau ac ymadroddion yn glir ac yn gywir. Mae angen i blant gael cyfleoedd i holi ac ateb cwestiynau yn Gymraeg er mwyn adeiladu eu hyder a’u hunan-barch. Bydd cyfnodau trafod yn rhoi cyfle iddynt ddatblygu i siarad Cymraeg yn hyderus.

http://bit.ly/2klXVCY

Gwybodaeth a Dealltwriaeth o’r Byd

Wrth gynnig amrywiaeth o gyfleoedd i blant arbrofi ac archwilio yn yr ardal dan do a thu allan byddant yn datblygu hyder i ddeall am yr hyn sy’n digwydd yn y byd o’u cwmpas. Gallant ddysgu bod angen rhoi dŵr i’r blodau a’r planhigion yn gyson os am eu gweld yn tyfu a bydd canlyniadau eu gweithredoedd yn rhoi balchder iddynt ac yn gwneud iddynt barchu’r amgylchedd. Wrth ailgylchu sbwriel yn y dosbarth byddant yn dysgu sut mae eu gweithredoedd yn gallu gwella’r amgylchedd. Bydd plant yn hoffi dysgu am swyddi pobl yn y gymuned a gallant wneud hyn drwy ymweld â llefydd megis swyddfeydd, siopau, clinigau, a’r orsaf dân. Byddant yn medru dangos eu dealltwriaeth yn eu chwarae dychmygol yn dilyn yr ymweliadau hyn.

http://bit.ly/2k7LISa

Datblygiad Corfforol

Dyma rai o’r cyfleoedd dylai lleoliadau gynnig i blant, yn ôl Fframwaith ar gyfer Dysgu Plant 3 i 7 oed yng Nghymru:

  • datblygu sgiliau cydsymud
  • datblygu sgiliau echddygol bras
  • datblygu sgiliau llawdriniol manwl
  • rheoli symudiadau’r corff
  • datblygu ffyrfder (tone) y cyhyrau, tyndra priodol a chydbwysedd
  • datblygu dealltwriaeth o’r modd y mae eu cyrff yn symud
  • gallu symud yn ddiogel, gan ddangos rheolaeth a sgiliau cydsymud cynyddol
  • deall, gwerthfawrogi a mwynhau’r gwahaniaethau rhwng rhedeg, cerdded, sgipio, neidio, dringo a hercian.

http://bit.ly/2NUpr8s

Drwy ddarparu dodrefn, adnoddau a gweithgareddau sy’n addas ar gyfer oed a cham datblygiad plant bydd lleoliad yn cefnogi datblygiad corfforol plant. Mae’n bwysig defnyddio’r ardal tu allan, yn ogystal â’r ardal tu mewn. Mae teganau megis beiciau a sgwteri yn hyrwyddo datblygiad sgiliau echddygol bras, ac yn helpu plant i ddysgu am gyflymder, gofod a phellter. Mae angen i blant gymryd rhan mewn gweithgareddau corfforol sy’n eu herio a’u cymell a rhoi cyfleoedd iddynt archwilio a rheoli risg, er enghraifft dringo a reidio beic. Mae gweithgareddau yn yr ardal adeiladu, tywod neu ddŵr yn helpu i ddatblygu sgiliau llawdriniol manwl a chydweithrediad llaw a llygaid. Dylai’r amgylchedd gynnig cyfleoedd i blant ddatblygu eu hymwybyddiaeth o synhwyrau, a gall adnoddau cyffyrddol megis pegiau pren, brwshys, sbyngau, cerrig llyfn, llwyau metal a phren, neu ddarnau o ddefnydd megis felfed hyrwyddo hyn.

Datblygiad Creadigol

Dyma rai o’r cyfleoedd dylai lleoliadau gynnig i blant, yn ôl Fframwaith ar gyfer Dysgu Plant 3 i 7 oed yng Nghymru:

  • archwilio’r amgylcheddau dysgu a geir dan do ac yn yr awyr agored, ymchwilio iddynt a’u defnyddio
  • cymryd rhan mewn gwahanol fathau o weithgareddau chwarae ac ystod o weithgareddau a gaiff eu cynllunio, gan gynnwys y rheiny a gychwynnir gan y plant
  • cymryd rhan mewn gweithgareddau sy’n caniatáu iddynt weithio fel unigolion ac mewn grwpiau
  • defnyddio ystod eang o adnoddau ac ysgogiadau
  • profi traddodiadau a dathliadau o wahanol ddiwylliannau
  • cael profiad o gelf, crefft, gwaith dylunio, cerddoriaeth a dawnsiau o Gymru a diwylliannau eraill.

Drwy ddarparu adnoddau a gweithgareddau sy’n addas ar gyfer oed a cham datblygiad plant bydd lleoliad yn cefnogi datblygiad creadigol. Mae’n bwysig darparu adnoddau o amrywiaeth o ddiwylliannau er mwyn ysgogi syniadau newydd, er enghraifft cerddoriaeth er mwyn i blant archwilio synau a symudiadau gwahanol. Gall deunyddiau naturiol megis clai, tywod a dŵr symbylu creadigrwydd a datblygu ymwybyddiaeth plant o synhwyrau. Dylai lleoliadau ddarparu amrywiaeth o adnoddau er mwyn datblygu creadigrwydd, er enghraifft gwahanol fathau o bapur megis papur newydd neu bapur wal, creonau, sialc a gwahanol fathau o baent.

http://bit.ly/2mjfCn7

Os yw’r amgylchedd yn cynnig cyfleoedd da i blant chwarae bydd yn cyfrannu tuag at eu dysgu, eu twf a’u datblygiad cyfannol. Felly mae cynllun yr amgylchedd yn cael effaith ar ddatblygiad plant.

Mae pob plentyn yn haeddu amgylchedd cyfoethog i’w hysgogi ac felly mae’n hanfodol bod gweithwyr gofal plant yn deall sut i ddatblygu amgylcheddau chwarae sydd yn rhoi profiadau helaeth i blant ar draws pob maes dysgu.

Er mwyn sicrhau amgylchedd addas i chwarae ynddo, mae angen ystyried gofod a chyfarpar, hylendid a diogelwch, yn ogystal â lefelau staffio. Mae’n bwysig bod gan staff y sgiliau priodol i gefnogi pob plentyn ym mhob agwedd o’u datblygiad.

Mae angen sicrhau amrywiaeth eang o weithgareddau dan do ac yn yr awyr agored sydd mewn amgylchedd glân, diogel a chyfforddus.

Mae angen i’r gweithiwr gofal plant weithio mewn ffordd sy’n sicrhau bod cyfleoedd i blant gymdeithasu, datrys problemau, datblygu eu creadigrwydd, bod yn ddyfeisgar, wneud dewisiadau a chymryd rhan mewn gweithgareddau heriol.

Wrth greu sefyllfaoedd lle mae plant yn gallu cymryd rhan mewn gweithgareddau chwarae cânt gyfle i wylio eraill, chwarae gydag eraill a dysgu gan eraill. Gall hyn gynnwys chwarae rôl sy’n gofyn iddynt ymddwyn yn addas mewn gwahanol sefyllfaoedd. Byddant yn dysgu sut i gymdeithasu wrth ryngweithio â phlant eraill gan rannu, cymryd tro a meddwl am eraill. Pan yn chwarae byddant hefyd yn dysgu sut mae colli, sydd yn sgil cymdeithasoli pwysig wrth dyfu’n hŷn. Felly wrth chwarae gydag eraill byddant yn dysgu sgiliau a fydd yn aros gyda hwy am oes.

Mae angen i gweithwyr gofal plant baratoi cyfleoedd i blant ddatrys problemau mewn amgylchedd diogel. Rhaid i’r plant ddysgu sut i adnabod problemau a sut y gellir eu datrys. Mae angen iddynt ryngweithio gyda phlant eraill gan ddeall bod datrys problemau yn haws gyda chymorth, cefnogaeth a barn eraill.

Ni ddylai gweithwyr gofal plant ddatrys problemau dros blant. Wrth chwarae gyda’i gilydd bydd plant yn medru asesu gwahanol sefyllfaoedd a chytuno ar y ffordd orau i ddatrys y broblem. Wedi datrys y broblem gall y plant ddadansoddi a yw’r hyn a wnaed wedi gwella’r sefyllfa o ran y chwarae. Wedi gwneud hyn bydd plant yn dysgu am eu cryfderau a’u gwendidau a sut mae cydweithio yn medru bod yn llawer o hwyl.

Mewn amgylchedd ysgogol mae plant yn datblygu eu creadigrwydd heb fod yn ymwybodol eu bod yn gwneud hynny. Nid yw creadigrwydd yn golygu fod angen i blentyn greu rhywbeth penodol ond mae angen iddynt gael cyfleoedd i feithrin eu chwilfrydedd trwy chwarae.

Gallant ddatblygu yn greadigol trwy gymryd rhan yn gyson mewn gweithgareddau megis cerddoriaeth, dylunio, celf, chwarae rôl a dawns. Bydd rhoi cyfleoedd iddynt ddynwared sefyllfaoedd wir yn eu hannog i ddefnyddio eu dychymyg. Mae’r heriau yma’n hwyl ac yn cyfrannu tuag at eu datblygiad cyfannol.

Mae’n hanfodol bod plant yn cael profiadau a fydd yn caniatáu iddynt ymgolli’n llwyr yn yr hyn maent yn gwneud. Wrth ymgolli mewn amgylcheddau chwarae cyfoethog gall blant addasu sefyllfaoedd trwy fod yn greadigol. Mae rhoi cyfleoedd o’r fath yn galluogi plant yn aml i gysylltu eu chwarae â bywyd go iawn. Os yw plentyn yn creu roced allan o ddeunydd ailgylchu, bydd y plentyn yn defnyddio ei ddychymyg gan wneud y gorau o’r deunyddiau sydd ganddo. Mewn sefyllfa o’r fath y broses yn hytrach na’r cynnyrch terfynol sy’n bwysig. Mae angen i gweithwyr gofal plant gymryd diddordeb mewn chwarae plant gan wylio'r hyn mae plant yn ei wneud yn ystod y broses chwarae.

Mae plant angen amgylchedd chwarae sydd yn llawn her a risg fel eu bod yn medru cyrraedd eu llawn botensial. Mae’n bwysig nad yw’r gweithiwr gofal plant yn tanseilio gallu’r plant ac mae angen cyfleoedd ar blant i reoli risgiau eu hunain er mwyn darganfod beth maent yn gallu gwneud yn ddiogel a heb gymorth. Nid yw gweithgaredd heb heriau yn ymestyn brwdfrydedd plentyn nac yn caniatáu i’r plentyn archwilio a darganfod pethau o’r newydd. Mae plant yn dysgu drwy wneud, ailymweld â’r sefyllfa a gwneud newidiadau i’r hyn maent eisoes wedi cyflawni. Wrth gynnig cyfleoedd chwarae heriol, lle nad yw’r gweithiwr gofal plant yn ymyrryd yn ormodol, bydd plant yn cael cyfle i feddwl a chynnig atebion eu hunain.

Mae’n bwysig bod plant yn cael dewis beth maent eisiau chwarae a sut maent eisiau chwarae. Bydd rhoi amgylcheddau cyfoethog a safonol i blant yn caniatáu iddynt wneud dewisiadau a fydd yn cyfrannu at eu hyder a’u hunan-werth.

Nid yw pob plentyn yn chwarae yn yr un ffordd a gyda’r un adnoddau ac felly mae angen i gweithwyr gofal plant gynnig adnoddau a gweithgareddau amrywiol i blant. Gall plant wedyn ddewis os ydynt am chwarae’n egnïol a chorfforol neu chwarae gemau bwrdd yn dawel. Efallai bod yn well ganddynt berfformio neu adeiladu a chreu rhywbeth.

Mae cynnig dewisiadau i blant yn rhoi cyfleoedd iddynt ddilyn eu diddordebau a chymryd rhan mewn gwahanol fathau o chwarae ar yr un pryd. Gallant hefyd ddewis os ydynt am chwarae yn yr ardal tu fewn neu’r ardal allanol.

Darllen pellach:

http://bit.ly/2kyaQ4v

http://bit.ly/2lYJDs8

http://bit.ly/2laALjn

http://bit.ly/2klRIa9

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Continuous provision, active and experiential learning and the use of current observation and assessment tools in planning and implementation

Darpariaeth barhaus, dysgu gweithredol a dysgu drwy brofiad a’r defnydd o adnoddau arsylwi ac asesu presennol wrth gynllunio a chyflwyno

Child throwing leafs

Continuous provision

Continuous provision is what is provided to children every day within the learning environment. This can be in the form of areas including:

  • reading corner
  • mark making
  • building
  • water
  • creating area
  • painting/art area
  • small world – indoors and outdoors
  • maths/mathematics
  • come and explore
  • music
  • role play.

Areas within the setting must include appropriate resources so that identified learning can take place. It is not enough to merely establish the areas and let the children play in them. The adult has a responsibility to meet the needs of every child by modelling, expanding and promoting learning. Continuous provision will promote learning as children use the resources independently. If the resources are engaging and suitable for the children's stage of development there will be opportunities to broaden their learning. If continuous provision works well the children will revisit the area regularly and the childcare worker needs to ensure that the children do not become bored. Consideration needs to be given to whether the range of continuous provision areas meets the interests of every child in turn, and adaptations will be required in order to ensure that this is the case.

So that provision is successful, the childcare worker must use observations and assessments when planning and introducing continuous provision within the areas of learning. Observing and assessing the provision is just as important as observing and assessing the children. If the provision is not suitable for the group of children at the setting it will not widen their skills nor promote their holistic development. Good practice can be ensured by considering:

  • Children's age and development stage.
  • Children's interests.
  • Children's abilities.
  • Children with special educational needs.
  • The stages of play.
  • The types of play.
  • Does it offer a robust basis for learning?
  • Practical activities.
  • Are there opportunities to make choices?
  • Are there opportunities for experiential learning?
  • How do the children use the resources?
  • Quality of provision.
  • Is there anything missing which the children can make use of?
  • Does the provision promote independence?
  • Is there enough space?
  • Are there opportunities to move the learning forward?

Active learning

Active learning allows the child to become a core part of the process. Giving children choices and allowing them to make their own decisions contributes towards their holistic development. If children play an active role in their learning, then they can plan activities in line with their interests and participate in play which appeals to them. Active learning will encourage children to develop independently and allow them to move their learning forward when they are ready. The childcare worker needs to understand how important it is to offer a combination of opportunities to children which includes those planned by the adult and those led by the children. In order to allow children to participate in action learning the childcare worker should:

  • plan the environment in accordance with the child's interests
  • offer plenty of challenges
  • create structured activities for the children
  • promote activities initiated by children
  • offer indoor and outdoor experiences.

Learning through experience

This means that children can use their prior learning and remember that information in order to use it again in a different activity or scenario. By enjoying a range of experiences children will develop confidently to trial new things, and learning from their findings. Children will develop confidently overcoming challenges which will contribute to their holistic development.

The early years' curriculum should provide activities for children within each area of learning where they can enjoy direct experiences. As a result they will be given an opportunity to develop an understanding of themselves and the world around them, developing and learning holistically. When proving experiences, the child goes through the process of observation, discovery or encountering something for the first time. The experience will be reinforced as the child encounters the same experience again time after time. They will persevere with the task if they did not succeed the first time. Some children will have had more experience than others of encountering numerous risks while playing. This may depend on where children play when they are not at their settings. They may spend time in outdoor areas such as forests, gardens or parks where they will have had opportunities to explore and investigate the environment.

In order to allow children to learn through experience, the activities or play opportunities need to be spontaneous, and initiated by children. In order for this to happen, the environment will need to provide situations that encourage children to learn through their experiences. The childcare workers role is to provide suitable materials, equipment and resources within each area of learning that will allow this to happen successfully. The indoor and outdoor space should be flexible to enable children to change the space for different uses. The outdoor area can encourage children to explore and encounter challenges that they would not face in the indoor area. Learning through experience in the outdoor area will help children to increase their physical development, by practising fine and gross motor skills. By looking at the environment in a different way, perhaps by hanging upside down from a tree or by using a mirror to look at things differently, the child will start to understand and learn about the world around them.

It is important that children and young people are offered activities and opportunities that are suitable for their age and stage of development and that give them pleasure. Children will learn through play if they are interested in the activity.

By using the child-centred approach to learning, children will learn by doing rather than be taught.

Play helps children:

  • feel good about themselves
  • come to understand themselves by taking part in activities and experiences that contribute to the development of their physical, intellectual and linguistic skills
  • learn about others around them and the wider environment
  • build self-confidence and self-esteem
  • experiment with different feelings
  • show feelings in different situations
  • use their imagination
  • build socialisation skills
  • understand what they can accomplish independently
  • know when support is needed.

It seems that children learn far more when taking a direct part in play. By experimenting and exploring they will learn how things work and why things happen. This will give children control over their actions and will allow them to experiment with new activities in new situations as they get to know themselves better. When role playing or playing with friends, the child will be able to put themselves in a specific situation. They may imitate the behaviour of an animal they have heard about or read about in a story book. They will see some of their own characteristics come alive in the animals, and their personality and understanding of themselves will develop as a result.

Further reading:

http://bit.ly/2kMhCUt

https://bit.ly/35S8h06

http://bit.ly/2lkWswS

http://bit.ly/2k3rAAB

http://bit.ly/2mjqrpm

Darpariaeth barhaus

Darpariaeth barhaus yw’r hyn sy’n cael ei ddarparu i blant bob dydd o fewn yr amgylchedd ddysgu. Gall hyn fod ar ffurf ardaloedd gan gynnwys:

  • cornel ddarllen
  • gwneud marciau
  • adeiladu
  • dŵr
  • ardal greu
  • ardal beintio/celf
  • byd bach - tu mewn a thu allan
  • mathemateg
  • dewch i ymchwilio
  • cerddoriaeth
  • chwarae rôl.

Rhaid i’r ardaloedd o fewn y lleoliad gynnwys adnoddau priodol er mwyn i’r dysgu a nodwyd ddigwydd. Nid yw’n ddigon sefydlu’r ardaloedd a gadael i’r plant chwarae ynddynt. Mae gan yr oedolyn gyfrifoldeb i gwrdd ag anghenion pob plentyn a hynny trwy fodelu, ehangu a hyrwyddo’r dysgu. Bydd y ddarpariaeth barhaus yn hybu dysgu wrth i blant ddefnyddio’r adnoddau’n annibynnol. Os yw’r adnoddau o ddiddordeb i’r plant ac o fewn eu cam datblygiad yna bydd cyfleoedd i ymestyn eu dysgu. Os yw’r ddarpariaeth barhaus yn gweithio’n dda bydd y plant yn ailymweld â’r ardal yn rheolaidd ac mae angen i’r gweithiwr gofal plant sicrhau nad yw’r plant yn diflasu. Mae angen ystyried a yw’r ystod o ardaloedd darpariaeth barhaus yn cwrdd â diddordebau pob plentyn yn eu tro, ac fe fydd angen gwneud addasiadau er mwyn sicrhau hyn.

Er mwyn sicrhau llwyddiant y darpariaethau mae’n hanfodol bod yr gweithiwr gofal plant yn defnyddio adnoddau arsylwi ac asesu wrth gynllunio a chyflwyno darpariaeth barhaus o fewn y meysydd dysgu. Mae arsylwi ac asesu‘r ddarpariaeth yr un mor bwysig ag arsylwi ag asesu’r plant. Os nad yw’r ddarpariaeth yn addas ar gyfer y garfan o blant o fewn y lleoliad ni fydd yn ymestyn eu sgiliau nac yn hyrwyddo eu datblygiad cyfannol. Gellir sicrhau ymarfer da drwy ystyried:

  • Oed a cham datblygiad plant.
  • Diddordebau’r plant.
  • Gallu’r plant.
  • Plant ag anghenion addysgol arbennig.
  • Y cyfnodau chwarae.
  • Y mathau o chwarae.
  • A yw’n cynnig sylfaen gadarn ar gyfer dysgu?
  • Gweithgareddau ymarferol.
  • A oes cyfleoedd i wneud dewisiadau?
  • A oes cyfleoedd i ddysgu trwy brofiad?
  • Sut mae’r plant yn defnyddio’r adnoddau?
  • Ansawdd y ddarpariaeth.
  • A oes unrhyw beth ar goll y gall plant wneud defnydd ohono?
  • A yw’r ddarpariaeth yn hybu annibyniaeth?
  • A oes digon o le?
  • A oes cyfleoedd i symud y dysgu ymlaen?

Dysgu gweithredol

Dysgu sy’n caniatáu’r plentyn i fod yn rhan ganolog o’r broses yw dysgu gweithredol. Bydd cynnig dewisiadau i blant a gadael iddynt wneud penderfyniadau eu hunain yn cyfrannu tuag at eu datblygiad cyfannol. Os ydy plant yn weithredol yn eu dysgu yna gallant gynllunio gweithgareddau yn ôl eu diddordebau a chymryd rhan mewn chwarae sydd yn apelio atynt. Bydd dysgu gweithredol yn annog plant i ddatblygu’n annibynnol ac yn caniatáu iddynt symud eu dysgu ymlaen pan fyddant yn barod. Mae angen i’r gweithiwr gofal plant ddeall pa mor bwysig yw cynnig cyfuniad o gyfleoedd i blant sy’n cynnwys rhai sy’n cael eu cynllunio gan yr oedolyn a rhai a ysgogir gan y plant. Er mwyn gallu caniatáu i blant ddysgu’n weithredol dylai’r gweithiwr gofal plant:

  • gynllunio’r amgylchedd yn ôl diddordebau’r plentyn
  • gynnig digon o heriau
  • lunio gweithgareddau strwythuredig ar gyfer y plant
  • hyrwyddo gweithgareddau a gychwynnir gan blant
  • gynnig profiadau dan do ac yn yr awyr agored.

Dysgu trwy brofiad

Golyga hyn fod plant yn medru defnyddio eu dysgu blaenorol a galw’r wybodaeth i gof er mwyn ei ddefnyddio eto mewn gweithgaredd neu sefyllfa wahanol. Trwy gael amrywiaeth o brofiadau bydd plant yn datblygu’n hyderus i dreialu pethau newydd gan ddysgu oddi wrth eu canfyddiadau. Bydd plant yn datblygu’n hyderus gan orchfygu heriau a fydd yn cyfrannu at eu datblygiad cyfannol.

Dylai cwricwlwm y blynyddoedd cynnar ddarparu gweithgareddau i blant o fewn pob maes dysgu ble gallant dderbyn profiadau uniongyrchol. Yn sgil hyn cânt gyfle i ddatblygu dealltwriaeth o’u hunain a’r byd o’u hamgylch gan ddatblygu a dysgu’n gyfannol. Wrth dderbyn profiadau mae’r plentyn yn mynd drwy’r broses o arsylwi, darganfod neu ddod ar draws rhywbeth am y tro cyntaf. Bydd y profiad yn cael ei atgyfnerthu wrth i’r plentyn ddod ar draws yr un profiad eto, dro ar ôl tro. Bydd yn dyfalbarhau gyda’r dasg os na wnaeth lwyddo y tro cyntaf. Mae rhai plant wedi cael mwy o brofiad nag eraill gan ddod ar draws risgiau niferus yn eu chwarae. Gall hyn ddibynnu ar ble mae’r plant yn chwarae tu allan i’w lleoliadau. Efallai eu bod yn treulio amser mewn ardaloedd allanol megis coedwigoedd, gerddi neu barciau ble maent yn cael cyfleoedd i archwilio ac ymchwilio’r amgylchedd.

Er mwyn caniatáu i blant ddysgu trwy brofiad mae angen i’r gweithgareddau neu’r chwarae fod yn ddigymell, ac yn rhai sy’n cael eu cychwyn gan blant. Er mwyn i hyn ddigwydd bydd angen i’r amgylchedd annog sefyllfaoedd sy’n hyrwyddo plant i ddysgu trwy eu profiadau. Rôl yr gweithiwr gofal plant yw darparu deunyddiau addas, offer ac adnoddau o fewn pob maes dysgu a fydd yn caniatáu i hyn ddigwydd yn llwyddiannus. Dylai’r gofod tu mewn a thu allan fod yn hyblyg er mwyn galluogi’r plant i’w newid at ddefnydd gwahanol. Mae’r ardal allanol yn medru symbylu plant i archwilio a dod ar draws heriau na fyddai’n digwydd yn yr ardal fewnol. Bydd dysgu trwy brofiad yn yr ardal allanol yn fantais i blant i gynyddu eu datblygiad corfforol, trwy ymarfer sgiliau motor mân a bras. Bydd hyn yn ei dro yn cyfrannu tuag at ffitrwydd a iechyd y plant. Wrth edrych ar yr amgylchedd mewn ffordd wahanol, efallai trwy hongian o goeden wyneb i waered neu ddefnyddio drych i weld pethau’n wahanol, bydd y plentyn yn dod i ddeall a dysgu am y byd o’i amgylch.

Mae’n bwysig bod plant a phobl ifanc yn cael gweithgareddau a phrofiadau sy’n addas ar gyfer eu hoed a’u cam datblygiad ac sydd yn rhoi pleser iddynt. Bydd angen addasu’r gweithgareddau a’r profiadau er mwyn diwallu anghenion pob plentyn unigol a bydd plant yn dysgu trwy chwarae os yw’r gweithgaredd o ddiddordeb iddynt. Yn sgil hyn byddant yn canolbwyntio am fwy o amser. Trwy ddefnyddio’r dull plentyn-ganolog o ddysgu bydd y plant yn dysgu trwy wneud yn hytrach na chael eu dysgu.

Mae chwarae yn cynorthwyo plant i:

  • deimlo’n dda am eu hunain
  • ddod i ddeall am eu hunain wrth gymryd rhan mewn gweithgareddau a phrofiadau sy’n cyfrannu tuag at ddatblygu eu sgiliau corfforol, deallusol ac ieithyddol
  • ddysgu am eraill o’u cwmpas a’r amgylchedd ehangach
  • adeiladu hunanhyder a hunan-barch
  • arbrofi gyda gwahanol deimladau
  • arddangos teimladau mewn gwahanol sefyllfaoedd
  • ddefnyddio eu dychymyg
  • adeiladu sgiliau cymdeithasu
  • ddeall beth allant gyflawni yn annibynnol
  • wybod pryd bydd angen cymorth.

Gwelir fod plant yn dysgu llawer mwy wrth gymryd rhan uniongyrchol mewn chwarae. Trwy arbrofi ac archwilio byddant yn dysgu sut mae pethau yn gweithio a pam mae pethau yn digwydd. Bydd hyn yn rhoi rheolaeth i’r plant dros eu gweithredoedd a’u caniatáu i arbrofi gyda gweithgareddau newydd mewn sefyllfaoedd newydd gan ddod i adnabod eu hunain yn well. Wrth chwarae rôl neu chwarae gyda ffrindiau bydd y plentyn yn medru rhoi ei hun mewn sefyllfa benodol. Efallai bydd yn dynwared ymddygiad anifeiliaid y gwnaeth glywed neu ddarllen amdanynt mewn llyfr stori. Bydd yn gweld rhai nodweddion o’i hunan yn dod yn fyw yn yr anifeiliaid, ac yn sgil hyn gwelir ei bersonoliaeth a dealltwriaeth o’i hunan yn datblygu.

Darllen pellach:

http://bit.ly/2mI2Qi6

https://bit.ly/2P883Mo

http://bit.ly/2kQOOdE

http://bit.ly/2m4pNvT

http://bit.ly/2mLqieo

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Using observation and assessment to develop plans for holistic development children in the areas of learning and recording the outcomes of observations

Defnyddio arsylwadau ac asesiadau i ddatblygu cynlluniau ar gyfer datblygiad cyfannol plant yn y meysydd dysgu a chofnodi canlyniadau’r arsylwadau

Learning Learning

It is important that childcare workers can identify the needs of children and young people in order to provide them with detailed planning. By observing it is possible to identify the child's pattern of development and the progress being made against the development norms.

The development of observation and assessment skills is an essential part of the childcare workers work. When observing, the childcare worker looks at what the child does and listens to what the child says, recording the findings accurately. When assessing, a judgement will need to be made on the observation and the discoveries about the child in order to undertake further planning.

Observing children is important and is a professional skill which allows the childcare worker to find out about the child's intelligence, to see whether their skills are developing and to identify their preferences. Observation contributes to a professional approach in order to take children's well-being into account, including:

  • understanding the child's pattern of development and learning about normal child development
  • meeting the needs of all individuals and understanding that all children have varying needs
  • developing good practice
  • establishing how the child plays
  • is the child making progress?
  • highlighting issues the child has, whether educational or medical
  • learning the importance of keeping detailed records of the development of children in order to obtain evidence, e.g. to assess whether the child has additional needs and whether the child is in the process of getting a statement, or because the child is behaving very differently from usual which is a cause for concern
  • getting to know the child as an individual in order to focus on their strengths
  • identifying behaviour that is different from usual
  • identifying behaviour that is a cause for concern
  • evaluating the setting's provision for the child
  • is the curriculum for the child effective?
  • planning for the child
  • evidence for reporting back to staff and parents/carers
  • does the child's learning need to be reinforced?
  • learning about the child's interests
  • developing understanding of various observation and assessment methods
  • developing their ability to evaluate comments
  • expand their experience and professional skills
  • assessing what has been achieved by the individual/group, and using this to plan for the next stage.

As part of the observation and assessment process, childcare workers will need to lead, plan and prepare activities and experiences in order to support development. Perhaps the observation and assessment process may have identified a potential delay in a child's social development. In order to meet their needs, the childcare worker may plan appropriate activities, such as role play with a small group of children in the creative area. The plans will need to focus on individual children's ages, interests, abilities and needs in order to support their development. The plans will identify activities and experiences in order to meet children’s individual needs, and it is important to encourage children to participate in planning, suggesting things they enjoy doing. They can choose between playing in the shop role play area, indoors or the mud kitchen in the outdoor area.

By observing children regularly, childcare workers will learn about children's strengths and weaknesses, likes and dislikes. The information will enable them to provide activities and resources to meet children's individual needs. A childcare worker may observe a child and discover that they enjoy sand play, and go to this area every day. The childcare worker may use the information to plan a specific activity in the sand pit to promote the child's development, for example adding money to the sand in order to support mathematical development. Alternatively, the childcare worker may observe the role play area and discover that a child who uses a wheelchair does not go into the area. The childcare worker may use the information to adjust the role play area so that there is better access and more room there.

Children may be observed formally or informally. The focus may be on the child or the activity being undertaken. Formal observation will involve carrying out an assessment, making comments, making check-lists and development charts. When observing and monitoring children informally, children will need to be observed playing and mixing naturally with other children.

There is a variety of ways of recording the progress of children in terms of their achievements and development and each setting will have its own way of doing so, including:

  • a diary – can be completed daily in order to keep track of the individual child's progress in detail
  • notebook – all within the setting use this booklet, recording any progress or incident
  • post-its – if the childcare worker observes a child's achievements, they can be filled in and collected at the end of the session/day, transferring the information found to the children's records
  • technology – photographs, audio tapes and video can be used to record children's achievements and development.

The information gathered will need to be retained in order to undertake short term and long term planning.

Further reading:

http://bit.ly/2k3rAAB

Mae’n bwysig bod gweithiwr gofal plant yn gallu adnabod anghenion plant er mwyn cynllunio yn fanwl ar gyfer eu datblygiad cyfannol o fewn y meysydd dysgu. Wrth arsylwi mae modd dod i adnabod patrwm datblygiad y plentyn a pha gynnydd a wneir o’i gymharu â’r normau datblygiad.

Dylai’r gweithiwr gofal plant weithio mewn ffordd sy’n datblygu eu sgiliau arsylwi ac asesu yn ogystal â chofnodi’r canlyniadau yn unol â pholisïau a gweithdrefnau’r lleoliad. Wrth arsylwi bydd yr gweithiwr gofal plant yn edrych ar yr hyn mae’r plentyn yn ei wneud, yn gwrando ar yr hyn mae’n ei ddweud gan gofnodi’r darganfyddiadau yn gywir. Wrth asesu bydd angen cynnig barn am yr arsylwad a’r hyn sydd wedi ei ddarganfod am y plentyn er mwyn cynllunio ymhellach.

Mae arsylwi plant yn bwysig ac yn sgil broffesiynol sy’n caniatáu i’r gweithiwr gofal plant ddarganfod gwybodaeth am ddeallusrwydd y plentyn, gweld a yw eu sgiliau yn datblygu ac adnabod eu hoffterau. Bydd hyn yn caniatáu i’r gweithiwr gofal plant gynllunio ar gyfer y meysydd dysgu gan ystyried anghenion pob plentyn unigol. Mae arsylwi’n cyfrannu tuag at ddull proffesiynol o weithio er mwyn ystyried lles y plant gan gynnwys:

  • deall patrwm datblygiad a dysgu am ddatblygiad normal plentyn
  • cwrdd ag anghenion pob unigolyn a deall bod gan bob un o’r plant anghenion amrywiol
  • datblygu arfer da
  • darganfod sut mae’r plentyn yn chwarae
  • a yw’r plentyn yn gwneud cynnydd?
  • tynnu sylw at broblemau sydd gan y plentyn, boed yn addysgol neu’n feddygol
  • dysgu pwysigrwydd cadw cofnodion manwl ar ddatblygiad plant er mwyn cael tystiolaeth e.e. ar gyfer asesu os oes gan y plentyn anghenion arbennig ac os yw’r plentyn yn mynd trwy’r broses o gael datganiad, neu oherwydd bod y plentyn yn ymddwyn yn wahanol iawn i’r arfer ac yn achosi pryder
  • dod i adnabod y plentyn fel unigolyn er mwyn canolbwyntio ar ei gryfderau
  • adnabod ymddygiad gwahanol i’r arfer
  • adnabod ymddygiad sy’n peri gofid
  • gwerthuso'r ddarpariaeth sydd gan y lleoliad ar gyfer y plentyn
  • a yw’r cwricwlwm ar gyfer y plentyn yn effeithiol?
  • cynllunio ar gyfer y plentyn
  • tystiolaeth ar gyfer adrodd yn ôl i staff a rhieni/gofalwyr
  • a oes angen atgyfnerthu'r hyn mae’r plentyn wedi ei ddysgu?
  • dysgu am ddiddordebau plentyn
  • datblygu dealltwriaeth o’r dulliau amrywiol o arsylwi ac asesu
  • datblygu eu sgil o werthuso sylwadau
  • ehangu eu profiad a’u sgiliau proffesiynol
  • asesu'r hyn a gyflawnwyd gan yr unigolyn/ grŵp, a defnyddio hyn i gynllunio ar gyfer y cam nesaf.

Fel rhan o’r broses arsylwi ac asesu bydd angen i gweithwyr gofal plant arwain, cynllunio a pharatoi gweithgareddau a phrofiadau er mwyn cefnogi datblygiad. Efallai bod y broses arsylwi ac asesu wedi nodi oedi posib yn natblygiad cymdeithasol plentyn. Er mwyn cwrdd â’i anghenion gall y gweithiwr gofal plant gynllunio gweithgareddau priodol megis gweithgareddau chwarae rôl gyda grŵp bach o blant yn yr ardal greadigol. Bydd angen i’r cynlluniau ganolbwyntio ar oedran, diddordebau, galluoedd ac anghenion plant unigol er mwyn cefnogi eu datblygiad. Bydd y cynlluniau yn nodi gweithgareddau a phrofiadau er mwyn cwrdd ag anghenion unigol y plant, ac mae’n bwysig annog plant i gymryd rhan yn y cynllunio gan awgrymu pethau y maent yn mwynhau gwneud. Gallant ddewis rhwng chwarae yn ardal chwarae rôl y siop tu mewn neu’r gegin fwd yn yr ardal tu allan.

Wrth arsylwi plant yn gyson bydd gweithwyr gofal plant yn dysgu am gryfderau a gwendidau plant, eu hoffterau a'u cas bethau. Bydd y wybodaeth yn eu galluogi i ddarparu gweithgareddau ac adnoddau a fydd yn cwrdd ag anghenion unigol plant. Efallai bod gweithiwr gofal plant yn arsylwi plentyn ac yn dysgu ei fod yn mwynhau chwarae yn y tywod, ac yn mynd i’r ardal hyn bob dydd. Gall y gweithiwr gofal plant defnyddio’r wybodaeth i gynllunio gweithgaredd penodol yn y twb tywod i hybu datblygiad y plentyn, er enghraifft ychwanegu arian at y tywod er mwyn cefnogi datblygiad mathemategol. Neu efallai bod gweithiwr gofal plant yn arsylwi’r ardal chwarae rôl, ac yn dysgu nad yw plentyn sy’n defnyddio cadair olwyn yn mynd i’r ardal. Gall y gweithiwr gofal plant defnyddio’r wybodaeth i newid yr ardal chwarae rôl fel bod mynediad gwell a mwy o le yno.

Gellir arsylwi a monitro plant yn ffurfiol neu’n anffurfiol wrth iddynt ymgymryd â gweithgareddau strwythuredig neu ddigymell o fewn y meysydd dysgu. Gellir canolbwyntio ar y plentyn neu’r weithgaredd sy’n digwydd. Bydd arsylwi ffurfiol yn cynnwys gwneud asesiad, ysgrifennu sylwadau, gwneud rhestrau gwirio a siartiau datblygiad. Wrth arsylwi a monitro plant yn anffurfiol bydd angen edrych ar blant wrth iddynt chwarae a chymysgu’n naturiol gyda phlant eraill.

Mae yna amrywiaeth o ffyrdd o gofnodi cynnydd plant o ran eu cyflawniadau a’u datblygiad ac fe fydd gan bob lleoliad ei ffordd ei hun o wneud hyn gan gynnwys;

  • dyddiadur - gellir ei lenwi yn ddyddiol er mwyn cadw golwg fanwl ar gynnydd y plentyn unigol
  • llyfr nodiadau - gall pob un o fewn y lleoliad ddefnyddio’r llyfryn hwn gan gofnodi unrhyw gynnydd neu ddigwyddiad
  • nodiadau gludiog - os bydd yr gweithiwr gofal plant yn arsylwi ar gyflawniadau plentyn gellir eu llenwi ac yna eu casglu ar ddiwedd y sesiwn/diwrnod gan drosglwyddo’r wybodaeth a ddarganfyddir i gofnodion y plant
  • technoleg - gellir defnyddio ffotograffau, tapiau sain a fideo er mwyn cofnodi cyflawniadau a datblygiad plant.

Bydd angen cadw’r wybodaeth a gasglwyd er mwyn gallu cynllunio yn y tymor byr a’r tymor hir.

Darllen pellach:

http://bit.ly/2m4pNvT

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Adapting activities to support the inclusion of children with additional needs, including more able and talented children within the areas of learning

Addasu gweithgareddau er mwyn cynnwys plant ag anghenion ychwanegol yn y meysydd dysgu a monitro ac adolygu cynllunio datblygu yn dilyn arsylwadau ac adborth

Completing paperwork

Children will grow in confidence by being given constant encouragement by the childcare worker. The childcare worker needs to work in a way which offers encouragement through positive reinforcement, support and gestures in order to show that they appreciate the children's achievements. Sometimes individual attention will need to be given to a child and this needs to be done in a sensitive manner so that the child does not feel that they are being belittled. The child will not be an expert in every area of learning and it is important to recognise that everyone is different, that they have different interests and develop skills at a different pace. The childcare worker can encourage the child to ask questions if they see that an activity or task is proving difficult or they do not understand the logic behind the activity. This will allow them to cope with challenging situations in the future.

It is important to ensure that the opportunities meet the needs of each individual child and the childcare worker will need to adapt activities and experiences across every area of learning to include children with additional needs.

Difficulty How to solve this
a child unable to hear the teacher's instructions write the instructions on a piece of paper, draw pictures which describe what to do
a child unable to hear other children encourage other children to face the child when speaking
cannot understand instructions organise games where instructions do not need to be followed
a child unable to stand organise an activity where there is no need to stand, place activities on tables where the child can sit
a child having difficulties balancing vary the activities so that children with skills at different levels can choose for themselves
a child unable to get to grips with doing a group activity organise an activity in pairs
difficulty doing a jigsaw due to weak coordination skills with the entire jigsaw moving when they try and slot a piece into place place the jigsaw on a rubber mat so that it is more secure
stairs prevent the child from accessing the playing field install a ramp or lift to overcome the obstacle
the setting's routine is unsuitable as the child needs a regular snack offer the child food regularly and encourage them to eat when needed
a child wants to play with the balls but has difficultly handling them as they are too small offer the child a larger ball, make different sized balls available so that they can choose
has difficulty reading when playing a word lotto game or word bingo place pictures on cards rather than words
a partially blind child is having difficulties taking part opportunities to explore using the senses such as touch, hearing and taste

More able and talented pupils include those who perform well across the curriculum and achieve above the expected level for their age. These children will have special talents and abilities in academic and creative areas, sports and socially.

Due to their special talents, they will need opportunities to expand their learning further as they have a high level of motivation and thrive on receiving challenging learning experiences.

Settings and schools must meet all pupils' needs, including the more able and talented pupils planning activities suitable for individuals or groups of children or young people.

This is good practice for all settings/schools to have a clear policy for more able and talented pupils which is revised regularly, but such a policy is not mandatory.

The children will need extra support and this can be ensured by:

  • providing experiences with a wide range of learning opportunities, outside the curriculum
  • providing differential activities
  • providing exploratory experiences and tasks with unlimited results
  • providing rich investigative activities
  • providing access to classes outside school which aim to develop their abilities and talents
  • providing opportunities to work independently setting their own tasks and targets
  • encouraging learners to reflect on their work in order to monitor their understanding
  • monitoring their progress carefully
  • appointing a 'more able and talented' coordinator to monitor the provision across the school
  • providing staff training
  • providing mentoring sessions for children
  • ensuring continuity and sequence in pupils' education when moving from primary to secondary
  • providing opportunities for children to work with more able and talented children in other schools
  • communicating effectively with children's parents/carers
  • improving parents' understanding so that they are confident in their ability to support their more able and talented child's education
  • providing encouragement and praise as is provided to all other children.

Assessment and planning should be a continuous process; therefore the childcare worker needs to monitor, review and evaluate activities and experiences used to support children's holistic development within the areas of learning.

This provides information on the success of activities and helps the childcare workers when considering the effectiveness of activities and experiences in meeting individual children's needs and promoting their holistic development. This will also help the childcare workers reflect on the effectiveness of the areas of learning, their interaction with children and whether they have met their needs. Childcare workers will need to work in a way which implements and monitors children's development plans in accordance with their own role and responsibilities.

Plans will need to be created for every child based on the observations and assessments. Expectations should be realistic as children's progress relies on their existing experiences and how mature they are in terms of development. Plans will need to be reviewed and updated regularly, ensuring that they meet the needs of the child or group of children within the setting. Although children tend to develop at the same rate there is some variation. In planning provision, the child needs to be considered holistically, ensuring that every aspect of their development is covered. By doing this purposeful activities and play can be provided, led by the adult and the child.

The term feedback is used to describe comments that some offer to others on their performance or work. Attention needs to be given to feedback as it can provide ideas on how to change and improve practice in the future. Feedback is important for learning and development. Childcare workers should receive regular feedback from managers during their induction. This will help to raise awareness of strengths and areas for improvement. Constructive feedback helps to develop confidence and plan professional development. Feedback should be considered as a tool to help childcare workers to succeed rather than a threat. Childcare workers can also receive feedback on their practice from children and their families/carers.

Seeking feedback is important as it helps childcare workers:

  • to listen
  • to think about their work
  • to identify their strengths and weaknesses
  • by including positive and successful comments
  • by making suggestions
  • to improve themselves as childcare workers
  • by offering support to identify aspects which require improvement
  • to take responsibility for expanding their skills
  • by highlighting areas which require improvement
  • to increase their knowledge
  • to consider the impact of the changes made
  • to consider training needs.

Childcare workers will receive feedback from a range of sources, including children. It is important to listen to any feedback provided in order to improve practice. It is helpful to record this feedback for future reference, giving careful consideration and further attention to what has been said. Children will show, through their feelings and what they say, whether the activity which has been prepared is successful or not. Their behaviour will also show the success of any activities set by the childcare worker. Children like to talk and if the childcare worker communicates well with them, they are more likely to go to chat with the childcare worker.

The following are important skills to be considered by childcare workers and used as a basis for feedback:

  • engaging with children
  • listening to children
  • communicating with children
  • communicating with other individuals
  • keeping records
  • encouragement and praise
  • preparing structured activities
  • contributing to activities initiated by children
  • consider the areas of learning
  • learning through play
  • holistic learning
  • consider children's needs
  • adapt activities
  • observe children.

Further reading:

http://bit.ly/2m3AcI5

http://bit.ly/2k3rAAB

http://bit.ly/2kmdo60

Bydd plant yn magu hyder trwy dderbyn anogaeth gyson oddi wrth yr gweithiwr gofal plant. Mae angen i’r gweithiwr gofal plant weithio mewn ffordd sy’n cynnig anogaeth drwy atgyfnerthu cadarnhaol, cefnogaeth ac ystumiau er mwyn ddangos ei fod yn gwerthfawrogi cyflawniadau’r plant. Weithiau bydd angen rhoi sylw unigol i blentyn ac mae angen gwneud hyn mewn ffordd sensitif fel na fydd y plentyn yn teimlo ei fod yn cael ei fychanu. Ni fydd y plentyn yn arbenigo ym mhob maes dysgu ac mae angen cydnabod bod pawb yn wahanol, yn berchen ar ddiddordebau gwahanol ac yn datblygu sgiliau ar amseroedd gwahanol. Gall yr gweithiwr gofal plant annog y plentyn i holi cwestiynau os yw’n gweld gweithgaredd neu dasg yn anodd neu os nad yw’n deall rhesymeg sydd tu ôl i’r gweithgaredd. Bydd hyn yn caniatáu iddo ymdopi â sefyllfaoedd heriol yn y dyfodol.

Mae angen sicrhau bod y cyfleoedd yn cwrdd ag anghenion pob plentyn unigol a bydd angen i’r gweithiwr gofal plant allu addasu’r gweithgareddau a’r profiadau ar draws pob maes dysgu i gynnwys plant ag anghenion ychwanegol.

Anhawster Sut i’w ddatrys
plentyn yn methu clywed cyfarwyddiadau’r athro ysgrifennu’r cyfarwyddiadau ar bapur, tynnu lluniau sy’n disgrifio beth i’w wneud
plentyn yn methu clywed plant eraill annog plant eraill i wynebu’r plentyn wrth siarad
heb fod yn deall cyfarwyddiadau trefnu gemau lle nad oes angen dilyn cyfarwyddiadau
plentyn yn methu sefyll trefnu gweithgaredd ble nad oes angen sefyll. gosod gweithgareddau ar fyrddau ble gall y plentyn eistedd
plentyn yn cael anhawster gyda sgiliau cydbwysedd amrywio’r gweithgareddau yna gall plant sydd â sgiliau ar lefelau gwahanol ddewis dros eu hunain
plentyn yn methu dygymod â gwneud gweithgaredd mewn grŵp trefnu gweithgaredd i chwarae mewn pâr
anhawster gwneud jig-so oherwydd sgiliau cydweithrediad gwan gyda’r jig-so cyfan yn symud pan fydd yn ceisio rhoi darn yn ei le gosod y jig-so ar fat rwber a fydd yn fwy sefydlog
grisiau yn atal y plentyn rhag cael mynediad i’r cae chwarae gosod ramp neu lifft er mwyn goresgyn y rhwystr
trefn y lleoliad yn anaddas gan fod y plentyn angen byrbryd cyson cynnig bwyd i’r plentyn yn gyson a’i annog i gymryd bwyd pan fydd ei angen
plentyn eisiau chwarae gyda’r peli ond mae’n cael anhawster eu trin gan eu bod yn rhy fach cynnig pêl yn fwy i’r plentyn. Peli o faint gwahanol ar gael fel y gall ddewis
cael anhawster darllen wrth chwarae gêm loto geiriau neu bingo geiriau gosod lluniau ar gardiau yn hytrach na geiriau
plentyn rhannol ddall yn cael anhawster cymryd rhan cyfleoedd i archwilio trwy ddefnyddio’r synhwyrau megis cyffwrdd, clywed a blasu

Mae disgyblion mwy abl a thalentog yn cynnwys y rhai sy’n perfformio’n well ar draws y cwricwlwm ac yn cyrraedd uwchlaw’r lefel ddisgwyliedig o ran eu hoedran. Bydd gan y plant hyn ddoniau arbennig a galluoedd mewn meysydd academaidd, creadigol, byd chwaraeon ac yn gymdeithasol.

Oherwydd eu doniau arbennig bydd angen cynnig cyfleoedd iddynt ymestyn eu dysgu ymhellach gan fod ganddynt lefel uchel o gymhelliant ac yn ffynnu ar dderbyn profiadau dysgu heriol.

Rhaid i leoliadau ac ysgolion gyfarfod ag anghenion pob dysgwr, gan gynnwys y disgyblion mwy abl a thalentog gan gynllunio gweithgareddau addas ar gyfer unigolion neu grwpiau o blant neu bobl ifanc.

Mae’n arfer da bod gan bob lleoliad/ysgol bolisi clir ar gyfer disgyblion mwy abl a thalentog sy’n cael ei adolygu yn rheolaidd, ond nid yw’n orfodol fod polisi yn bodoli.

Bydd y plant hyn angen cymorth ychwanegol a gellir sicrhau fod hyn yn digwydd drwy:

  • gynnig profiadau gydag ehangder o gyfleoedd dysgu, tu hwnt i’r cwricwlwm
  • gynnig gweithgareddau gwahaniaethol
  • gynnig profiadau a thasgau archwiliadol ble nad yw’r canlyniadau yn gyfyngedig
  • gynnig gweithgareddau ymchwiliol cyfoethog
  • roi mynediad i ddosbarthiadau tu allan i’r ysgol sy’n anelu at ddatblygu eu galluoedd a’u talentau
  • gynnig cyfle i weithio’n annibynnol gan osod tasgau a thargedau eu hunain
  • annog dysgwyr i fyfyrio ar eu gwaith er mwyn gallu monitro eu deallusrwydd
  • monitro eu cynnydd yn ofalus
  • benodi cydlynydd ‘mwy abl a thalentog’ i fonitro’r ddarpariaeth ar draws yr ysgol
  • gynnig hyfforddiant i staff
  • gynnig sesiynau mentora i’r plant
  • sicrhau bod parhad a dilyniant yn addysg disgyblion wrth symud o’r cynradd i’r uwchradd
  • gynnig cyfleoedd i blant gydweithio gyda phlant mwy abl a thalentog o fewn ysgolion eraill
  • gyfathrebu’n effeithiol gyda rhieni/gofalwyr y plant
  • wella dealltwriaeth rhieni/gofalwyr fel eu bod yn hyderus yn eu gallu i gefnogi addysg eu plentyn mwy abl neu dalentog
  • gynnig anogaeth a chanmoliaeth yn yr un modd ag a gynigir i bob plentyn arall.

Dylai asesu a chynllunio fod yn broses barhaol, felly mae angen i’r gweithiwr gofal plant fonitro, adolygu a gwerthuso’r gweithgareddau a’r profiadau a ddefnyddir i gefnogi datblygiad cyfannol plant o fewn y meysydd dysgu.

Mae hyn yn rhoi gwybodaeth am lwyddiant y gweithgareddau ac yn gymorth i’r gweithwyr gofal plant wrth ystyried effeithiolrwydd y gweithgareddau a’r profiadau o ran cwrdd ag anghenion plant unigol a hybu eu datblygiad cyfannol. Bydd hyn hefyd yn gymorth i’r gweithwyr gofal plant fyfyrio ar effeithiolrwydd y meysydd dysgu, eu rhyngweithiad â phlant ac os ydynt wedi cyflawni eu hanghenion. Bydd angen i’r gweithwyr gofal plant weithio mewn ffordd sy’n gweithredu a monitro cynlluniau datblygiad plant yn unol â’u rôl a’u cyfrifoldebau eu hunain.

Bydd angen creu cynlluniau ar gyfer pob plentyn yn seiliedig ar yr arsylwadau a’r asesiadau. Dylai’r disgwyliadau fod yn realistig gan fod cynnydd plant yn dibynnu ar y profiadau mae eisoes wedi derbyn a pha mor aeddfed ydynt o ran datblygiad. Bydd angen adolygu a diweddaru’r cynlluniau yn rheolaidd gan sicrhau eu bod yn cydbwyso anghenion y plentyn neu’r grŵp o blant o fewn y lleoliad. Er bod plant yn tueddu i ddatblygu ar yr un raddfa mae peth amrywiaeth. Wrth gynllunio’r ddarpariaeth mae angen ystyried y plentyn yn gyfannol gan sicrhau fod pob agwedd o ddatblygiad yn cael sylw. Trwy hyn gellir darparu gweithgareddau a chwarae pwrpasol a fydd yn cael eu harwain gan yr oedolyn a’r plentyn.

Defnyddir y term adborth i ddisgrifio’r sylwadau y mae rhai yn eu cynnig i eraill ynghylch eu perfformiad neu eu gwaith. Mae angen i’r gweithiwr gofal plant weithio mewn ffyrdd sy’n rhoi sylw adborth gan ei fod yn gallu cynnig syniadau ar sut i newid a gwella arfer yn y dyfodol. Mae adborth yn bwysig ar gyfer dysgu a datblygiad. Dylai gweithwyr gofal plant dderbyn adborth yn rheolaidd gan reolwyr yn ystod y broses sefydlu. Bydd hyn yn helpu codi ymwybyddiaeth o gryfderau a meysydd lle mae angen gwella. Mae adborth adeiladol yn helpu i ddatblygu hyder a chynllunio datblygiad proffesiynol. Dylai’r adborth fod yn arf sydd yn cynorthwyo gweithwyr gofal plant i lwyddo yn hytrach na rhywbeth a gaiff ei ystyried yn fygythiad. Gall yr gweithiwr gofal plant ddefnyddio arsylwadau ac adborth gan eraill i asesu’r ffordd y mae gweithgareddau a gynlluniwyd wedi cefnogi datblygiad plant yn y meysydd dysgu. Gall gweithwyr gofal plant hefyd dderbyn adborth ar eu harferion gan blant a’u teuluoedd/gofalwyr.

Mae ceisio adborth ar ymarfer yn bwysig gan ei fod yn cynorthwyo gweithwyr gofal plant:

  • i wrando
  • i feddwl am y ffordd y maen nhw’n gweithredu
  • i adnabod eu cryfderau a’u gwendidau
  • drwy gynnwys sylwadau positif a llwyddiannus
  • drwy gynnig awgrymiadau
  • i wella eu hunain fel gweithwyr gofal plant
  • drwy gynnig cymorth i adnabod pa agweddau sydd angen eu gwella
  • rhoi cyfrifoldeb arnoch i ymestyn eich sgiliau
  • amlygu ardaloedd sydd angen gwella
  • i gynyddu lefel eu gwybodaeth
  • ystyried effaith y newidiadau a wneir
  • ystyried anghenion hyfforddi.

Bydd gweithwyr gofal plant yn derbyn adborth o amrywiaeth o ffynonellau gan gynnwys plant. Mae’n bwysig gwrando ar yr adborth a roddir gyda’r nod o wella arfer. Mae’n ddefnyddiol i gofnodi’r adborth hwn fel y gellid cyfeirio ato eto yn y dyfodol gan ei ystyried yn ofalus a thalu mwy o sylw i’r hyn sydd wedi cael ei ddweud. Bydd plant yn dangos, trwy eu teimladau a’u hymadroddion, os yw’r gweithgaredd sydd wedi’i baratoi yn llwyddiannus ai peidio. Bydd eu hymddygiad hefyd yn dangos llwyddiant gweithgareddau a osodir gan yr gweithiwr gofal plant. Mae plant yn hoffi siarad, ac os yw’r gweithiwr gofal plant yn cyfathrebu’n dda bydd plant yn fwy tebygol o ddod at yr gweithiwr gofal plant i sgwrsio.

Mae’r rhain yn sgiliau pwysig i’w hystyried gan gweithwyr gofal plant a dylid eu defnyddio’n sail i adborth:

  • ymgysylltu â phlant
  • gwrando ar blant
  • cyfathrebu â phlant
  • cyfathrebu ag unigolion eraill
  • cadw cofnodion
  • annog a chanmol
  • paratoi gweithgareddau strwythuredig
  • cyfrannu at gyfleoedd a gychwynnir gan blant
  • ystyried y meysydd dysgu
  • dysgu trwy brofiad
  • dysgu cyfannol
  • ystyried anghenion plant
  • addasu gweithgareddau
  • arsylwi plant.

Darllen pellach:

http://bit.ly/2YaftQc

http://bit.ly/2m4pNvT

http://bit.ly/2k6vmt1

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